THE  THEORY  AND  PRACTICE  OF 

EDUCATIONAL  GYMNASTICS 


WILLIAM  A.STECHER 


THEORY  AND  PRACTICE  OF 

EDUCATIONAL   GYMNASTICS 

FOR 

JUNIOR  HIGH  SCHOOLS 


Also  for  Boys'  and  Girls'  Clubs  and  All  Associations  Having 
Gymnasium  and  Playground  Work 


BY 
WILLIAM  A.  STECHER,  B.  S.  G. 

Director  Physical  Education,  Public  Schools,  Philadelphia,  Pa.;  Secretary  Committee  on 

Physical  Training,  North  American  Gymnastic  Union; 

Editor  "Mind  and  Body." 


PUBLISHED  BY 

JOHN  JOSEPH  McVEY 
PHILADELPHIA 


COPYRIGHT,  1918,  BY 
JOHN  JOSEPH  McVET. 


THE  PHYSICAL  TRAINING  MATERIAL  FOR  A  THREE 
YEARS'  COURSE  IN  JUNIOR  HIGH  SCHOOLS 


Arranged  by  Years 


Six  COMPLETE  ASSIGNMENTS  FOR  EACH  TERM 


Part      I.     Determining  Principles. 

Part    II.    Definitions.    Instruction  Material. 

Part  III.    Assigned  Work  for  Three  Years. 


n  -i  *-  A  c\ 


PART  I 

DETERMINING  PRINCIPLES 


I.    THE  OBJECTS  OF  PHYSICAL  TRAINING 

Gymnastics,  or  physical  training,  is  the  regulated  and  super- 
vised practice  of  muscular  exercise  under  conditions  that  tend  to 
promote  the  health  of  the  pupils,  insure  normal  growth,  and  de- 
velop motor  control. 

The  aims  of  this  training,  therefore,  are  two-fold,  namely: 
hygienic  and  educational. 

Viewed  as  to  its  physical  effects,  gymnastics  produces  health 
and  hardiness.  By  combating  and  alleviating  unhygienic  school 
conditions,  such  as  improper  air  conditions,  incorrect  sitting  and 
standing,  long  periods  of  physical  inactivity,  etc.,  it  increases 
health.  It  develops  strength,  and  increases  organic  vigor.  By  im- 
proving co-ordination  it  promotes  quickness  and  skill.  It  develops 
endurance,  and  produces  beauty  of  form.  By  combining  strength 
and  co-ordination  it  produces  beauty  of  motion ;  i.  e.,  grace. 

On  the  educational  side,  physical  training  properly  given,  de- 
velops a  number  of  specific  habits  such  as  obedience  to  proper  au- 
thority, alert  and  attentive  behavior,  quick  perception  and  prompt 
reaction — all  of  which  will  prove  useful  in  situations  sufficiently 
resembling  those  in  which  the  habits  were  formed.  In  the  hands 
of  a  skillful  teacher,  physical  training,  especially  in  its  competitive 
forms,  can  be  used  to  develop  ideals  of  self-control,  loyalty  to 
leaders,  " playing  the  game  fairly,"  etc.,  which  can  be  made  to 
function  in  many  extra-school  activities. 

An  adequate  system  of  physical  training,  therefore,  must  em- 
brace the  following  types  of  exercise : 

(a)  Exercises  that  develop  prompt  response  to  commands 

(obedience). 

(b)  Exercises  that  develop  initiative  and  skill  (resourceful- 

ness). 

(c)  Exercises  that  develop  co-operation   (loyalty,  unselfish- 

ness). 

(d)  Exercises  that  develop  determination  (leadership). 

(e)  Exercises  that  develop  the  musculature  (improved  pos- 

ture). 


2  EDUCATIONAL  GYMNASTICS 

II.    THE  MEANS 

1.  The  gymnastic  means  that  the  school  can  use  to  accom- 
plish these  aims  are : 

(a)  Tactics;  (b)  Free  Exercises;  (c)  Running  and  Rhythmic 
Steps;  (d)  Games,  Track  and  Field  Work,  Miscel- 
laneous Activities;  (e)  Apparatus  Work. 

2.  Acccording  to  their  effects  upon  the  body  these  means 
may  be  grouped  as  follows : 

GROUP  1.  As  Exercises  of  Endurance  and  Quickness,  like  run- 
ning, playing  of  games,  dancing,  swimming,  tramping,  rowing, 
sledding,  skating,  etc. 

GROUP  2.  As  Exercises  of  Skill  and  of  Localized  Strength,  like 
the  free  exercises  without  and  with  hand  apparatus  (wands, 
dumbbells,  clubs,  etc.),  also  exercises  like  vaulting,  jumping, 
etc.,  or  exercises  upon  apparatus  like  the  horse,  horizontal  and 
parallel  bars,  booms,  rings,  ladders,  etc. 

GROUP  3.    As  Exercises  of  Order,  marching  exercises  (tactics). 

GROUP  4.  As  Exercises  of  Strength,  like  wrestling,  lifting  weights, 
etc. 

3.  In  accomplishing  the  aims  of  physical  education,  the  rela- 
tive importance  of  the  means  are  as  follows : 

(a)  The  first  place  is  to  be  given  to  Exercises  of  Endurance 

and  Quickness;  i.  e.,  to  exercises  that  have  as  their 
aims  the  increased  mobility  of  the  chest,  the  develop- 
ment of  sound  heart  and  lungs,  increased  metabolism 
in  the  shortest  time;  namely,  to  exercises  designed 
primarily  for  health  and  organic  strength. 

(b)  The  second  place  is  to  be  given  to  Exercises  of  Skill  and 

of  Localised  Strength;  i.  e.,  to  exercises  whose  aim  is 
to  increase  co-ordination  or  to  increase  the  strength 
of  localized  groups  of  muscles. 

(c)  The  third  place  should  be  given  to  Order  Exercises  (tac- 

tics). 

(d)  Exercises  of  strength  should  not,  as  a  rule,  be  considered 

in  school  gymnastics. 


FOE  JUNIOR  HIGH  SCHOOLS  3 

III.     THE  TYPES  OF  LESSONS 

Whenever  possible,  all  physical  training  work  should  be  done 
out  of  doors.  Even  the  best  ventilated  and  cleanest  gymnasium 
is  an  indifferent  substitute  for  the  open  air.  The  gymnasium  is 
useful  mainly  in  inclement  weather. 

The  following  types  of  lessons  show  the  approximate  time  to 
be  given  to  the  different  groups  of  work.  A  lesson  is  supposed 
to  last  40  minutes. 

TYPE  No.  1 — OUTDOOR 

1.  Exercises  of  endurance  and  quickness 20  to  25  minutes 

2.  Exercises  of  skill  and  localized  strength 10  to  12  minutes 

3.  Order  exercises 3  to    4  minutes 

TYPE  No.  2 — INDOOR 

1.  Exercises  of  endurance  and  quickness 15  to  20  minutes 

2.  Exercises  of  skill  and  localized  strength ....  12  to  15  minutes 

3.  Order  exercises 3  to    4  minutes 

LESSON  PLANS  FOR  FORTY-MINUTE  PERIODS 

The  gymnastic  material  in  this  course  consists  of  (a)  March- 
ing Tactics,  (b)  Running,  (c)  Rhythmic  Steps,  (d)  Free  Exer- 
cises, Wand  Exercises,  Dumbbell  Exercises,  Club  Exercises,  (e) 
Track  and  Field  Events,  (f )  Games,  (g)  Apparatus  Exercises. 

NOTE — In  military  schools  practically  all  the  wand  exercises 
can  be  executed  with  the  rifle. 

Viewpoints.  In  arranging  the  physical  training  material  for 
a  lesson,  the  physiological  effect  of  every  type  of  work  must  be 
considered.  Speed  running  and  races,  even  if  taken  only  once  or 
twice  during  a  lesson,  should  be  followed  by  a  less  strenuous  form 
of  work.  Exercises  like  high  jumping  or  the  basketball  far  throw, 
do  not  produce  fatigue  as  quickly  as  do  games  like  "poison," 
' i  the  wrestling  circle, ' '  and  the  like.  Gymnastic  dancing  steps  are 
very  strenuous  and  should  be  followed  by  easier  free  exercises  or 
by  apparatus  work  that  does  not  demand  such  continuous  exertion. 

Economy  of  time  must  also  be  considered ;  the  period  devoted 
to  physical  training  must  produce  the  best  results  in  the  shortest 
time.  Physical  training  is  not  a  lecture  course.  Class  work, 
therefore,  should  be  substituted  for  team  work. in  such  forms  of 
activity  that  produce  best  results  in  the  shortest  time  if  performed 


4  EDUCATIONAL  GYMNASTICS 

by  the  class  as  a  whole.     The  following  lesson  plans  with  time 
apportionments  will  be  found  useful  in  arranging  lessons. 

-LESSON  PLAN  I,  FOR  CLASS  WOEK  THROUGHOUT 

Part      I — Tactics,  Running  and  Rhythmic  Steps 10  minutes 

Part    II— Free    Exercises     (or    Wands,    Dumbbells, 

Clubs)    10  minutes 

Part  III— A  Game  (or  one  Track  and  Field  Event) . .  .20  minutes 

LESSON  PLAN  II,  TEAM  WORK  FOR  PART  III 

Part      I — Tactics  and  Rhythmic  Steps 8  minutes 

Part  II — Free  Exercises  (or  Wands,  Dumbbells, 

Clubs)  8  minutes 

Part  III— One  Track  and  Field  Event  by  teams  (differ- 
ent teams  may  have  different  events) .  .12  minutes 

Part  IV — A  Running  Game  (or  a  Relay  Race) 12  minutes 

LESSON  PLAN  III,  TEAM  WORK  FOR  PARTS  II  AND  III 

Part      I — Tactics,  Running  and  Rhythmic  Steps 10  minutes 

Part    II — First  Team  Event 15  minutes 

Part  III — Second  Team  Event 15  minutes 

The  team  events  should  be  grouped  approximately  as  follows : 

1.  Running  broad  jump  and  horizontal  ladder. 

2.  Triple  standing  broad  jump  and  balance  beam. 

3.  Hop,  step  and  jump  and  basketball  far  throw. 

4.  Running  high  jump  and  goal  throw. 

5.  Short  sprints  and  far  throw,  or  goal  throw. 

Apparatus  Exercises  as  Team  Events 

Work  on  stationary  apparatus  in  a  gymnasium  should  be 
viewed  from  two  angles.  It  may  be  used  to  attain  first  the  general 
physical  training  aims  for  specific  ages  or  for  definite  school 
grades.  But  it  also  may  be  used  to  cultivate  specific  athletic 
accomplishments.  Under  this  latter  head,  for  instance,  chinning, 
hand  walking  or  hand  jumping,  a  definite  distance  in  a  definite 
time  on  a  horizontal  ladder,  or  vaults  over  a  beam  at  a  definite 
height  might  be  classed  as  athletic  events  and  used  in  athletic 
competitions.  Teachers  will  find  it  advisable  to  use  both  meth- 
ods. Under  this  plan  "chinning"  would  be  a  competitive  exercise 


FOB  JUNIOR  HIGH  SCHOOLS  5 

every  time  a  squad  or  team  has  the  horizontal  ladder  (or  any 
piece  of  apparatus  on  which  this  exercise  can  be  performed). 
The  rest  of  the  period  then  should  be  taken  up  with  exercises  de- 
veloping other  body  parts — that  is,  with  the  class  aims.  If  a  front 
vault  over  an  obstacle  40  inches  high  is  an  event  in  athletic  com- 
petitions, this  vault  should  be  practiced  first  every  time  a  team  has 
the  balance  beam  or  the  low  horizontal  ladder.  The  rest  of  the 
time  then  should  be  devoted  to  the  class  aims. 

Finally,  it  is  perfectly  legitimate  to  devote  the  first  part  of 
the  year  to  thoroughly  teach  a  game  if  this  game  is  to  be  used 
largely  in  the  after-school  athletic  life  of  the  pupils.  A  lesson 
plan  arranged  with  this  in  view  would  be  approximately  as  fol- 
lows: 

LESSON  PLAN  IV 

Part    I — Tactics  and  Vigorous  Rhythmic  Steps 10  minutes 

Part  II — A  Game  Between  Regularly  Organized  Teams.  30  minutes 


IV.     AIMS  OF  THE  TYPES  OF  MOVEMENT  CLASSED  UNDER  THE 

DIFFERENT  GROUPS 

In  all  exercises  good  form  is  of  the  greatest  importance. 
GROUP  1 — Exercises  of  Endurance  and  Quickness. 

Running,  both  as  a  simple  exercise  and  in  games,  is  of  the 
utmost  importance  in  quickly  increasing  circulation  and  respira- 
tion, in  developing  heart  and  lungs,  in  increasing  mobility  of  the 
chest. 

If  rhythmic  steps  are  taken  instead  of  running,  they  must  be 
of  a  vigorous  type,  to  induce  strong  action  of  the  heart  and  lungs. 
Games,  to  come  under  this  head,  also  must  be  of  the  vigorous  type, 
having  much  movement  of  the  whole  body. 

Games  and  the  competitive  forms  of  track  and  field  work 
should  be  used  as  some  of  the  schools'  most  effective  means  of 
influencing  the  moral  growth  of  boys  and  girls. 

While  it  may  appear  difficult  to  influence  swimming,  tramp- 
ing, sledding,  rowing,  skating,  etc.,  it  must,  nevertheless,  be  the 
aim  of  teachers  of  physical  training  to  get  their  pupils  to  indulge 
in  these  forms  of  natural  exercise.  Pupils  should  also  be  encour- 
aged to  play  highly  organized  games.  This  may  be  done  by  the 
formation  of  permanent  teams  and  clubs,  and  by  the  preparation 


6  EDUCATIONAL  GYMNASTICS 

of  schedules  for  play,  or  any  other  physical  training  activity,  after 
the  regular  hours  of  school,  also  on  Saturdays  and  on  holidays. 

GROUP  2 — Exercises  of  Skill  and  Localized  Strength. 

The  free  exercises  (calisthenics)  come  under  this  head.  For 
high  school  boys,  especially,  they  should  be  taken  with  light  iron 
wands,  iron  dumbbells,  or  with  clubs,  so  as  to  increase  their  effec- 
tiveness. Exercises  for  the  muscles  of  the  trunk  must  predom- 
inate. Whenever  possible  all  movements  of  this  kind  should  first 
be  taken  upon  command,  and  then  in  rhythm  (in  time,  in  series). 
When  taken  upon  command,  wherever  practicable  they  should  be 
combined  with  breathing  exercises.  When  exercises  have  been 
well  learned  and  are  appropriate,  they  should  at  times  be  per- 
formed to  music. 

Most  forms  of  field  work,  also  the  exercises  upon  fixed  appar- 
atus, belong  to  Group  2.  (Track  events  like  running  belong  to 
Group  1.)  Exercises  must  be  selected  which  keep  as  many  pupils 
as  possible  employed  at  the  same  time.  The  object  is  to  secure 
skill  and  correctness  of  execution,  and  to  strengthen  certain 
rather  well-defined  groups  of  muscles.  Many  of  these  exercises, 
especially  the  exercises  upon  apparatus,  are  admirable  to  develop 
courage,  determination,  presence  of  mind,  and  like  mental  qualities. 

GROUP  3 — Order  Exercises. 

Tactics  should  be  used  to  accustom  the  class  to  prompt  obedi- 
ence and  to  co-operative  action.  They  have  no  value  for  muscular 
development. 

V.    GENERAL  NOTES 

1.  As  a  rule,  pupils  of  the  same  school  grade   should  be 
grouped  in  a  class.    This  class  should  then  be  divided  into  at  least 
two  divisions,  based  upon  physical  fitness. 

2.  Classes   composed   of   pupils   of   different   grades   must 
be  divided  into  several  groups,  based  upon  previous  instruction 
and  upon  physical  fitness.     Successful  teaching  in   sub-divided 
classes,  also  in  all  kinds  of  team  work,  is  conditioned  on  competent 
leaders.    Promising  pupils  should  be  selected  and  given  separate 
instruction,  and  developed  as  a  class  of  leaders.    With  competent 
leaders  enough  sub-divisions  may  be  made  to  accommodate  pupils 
of  many  degrees  of  physical  development. 


FOR  JUNIOR  1IKMI   SCHOOLS  7 

3.  As  soon  as  a  good  co-ordination  lias  been  developed  and 
the  class  aims  reached,  it  is  wise,  not  only  to  allow,  but  to  encour- 
age pupils  to  invent  suitable  exercises  and  combinations  (chosen 
exercises)  not  only  on  all  pieces  of  apparatus,  but  also  in  other 
forms  of  •physical'  training  that  lend  themselves  to'the  expression 
of  individuality. 

4.  At  suitable  times  during  a  lesson  attention  should  be  called 
to  the  effect  of  particular  exercises.     The  physical  training  period 
also  lends  itself  well  to  appropriate  instruction  in  personal,  school 
and  community  hygiene.     This  opportunity  should  constantly  be 
used — but  with  discretion. 

5.  "While  the  class-aims  for  boys  and  girls  are  practically 
alike,  there  should  be  a  great  difference  in  the  method  of  teaching 
gymnastics  to  the  two  sexes.     Any  instruction,  mental  as  well  as 
physical,  which  with  girls  interferes  with  the  menstrual  period,  is 
of  evil  and  should  cease. 

6.  In  general  the  differences  between  the  work  of  boys  and 
girls  are  as  follows : 

(a)  For  girls  more  weight  should  be  placed  upon  rhythmic 

steps,  and  upon  corrective  work. 

(b)  In  the  track  and  field  work,  the  apparatus  work,  and  also 

in  the  games,  the  physical  work  demanded  of  girls 
should  not  be  as  great  as  that  required  of  boys. 

(c)  For  girls  there  should  lie  less  competitive  track  and  field 

work  than  for  boys,  also  fewer  strenuous  games,  both 
forms  to  be  limited,  as  a  rule,  to  ultra-class  and  intra- 
school  competitions. 

(d)  For  boys  there  should  be  a  gradually  increasing  amount 

of  competition  in  track  and  field  work,  in  apparatus 
work,  and  also  in  games.  This  competition  chiefly 
should  be  intra-class  and  intra-school,  and  only  ex- 
ceptionally should  it  be  with  outer-school  teams. 

VI.    VIEWPOINTS  GUIDING  THE  SELECTION  OF  PHYSICAL  TRAINING 

MATERIAL  FOR  THE  DIFFERENT  AGE-GROUPS  IN  THE 

ELEMENTARY  AND  HIGH  SCHOOLS 

FIRST  GROUP — FOR  PUPILS  6,  7,  8,  9  AND  10  YEARS  OF  A<;K 
School  Grades  1,  2  and  3 

Excepting  the  Kindergarten,  this  is  the  first  period  of  school 
work.    So  far  as  its  effect  upon  health  is  concerned,  for  the  aver- 


8  EDUCATIONAL  GYMNASTICS 

age  child  school  life  means  a  change  from  a  free  active  life  to  one 
requiring  not  only  a  considerable  amount  of  sitting,  but  also  de- 
creased muscular  activity;  i.  e.,  to  conditions  interfering  with 
sound  growth.  The  result  is  a  decreased  incentive  for  lung  growth, 
and  a  decreased  circulation  of  blood  and  lymph". 

The  essential  viewpoints  in  the  choice  of  gymnastic  material 
for  this  period,  therefore,  must  be : 

First.  To  select  exercises  that  quickly  increase  metabolism, 
and  that  induce  a  healthy  normal  growth. 

Second.  To  select  exercises  that  directly  counteract  the  detri- 
mental effects  upon  health  which  the  habituation  to  school  life 
brings  to  the  child. 

During  this  period,  especially  at  its  beginning,  a  child  is  too 
weak  and  undeveloped  to  perform  exercises  designed  primarily 
to  greatly  increase  muscular  strength,  or  to  develop  special  sets 
of  muscles.  The  aim  must  be  to  select  exercises  that  actively 
engage  large  muscle  masses,  and  which  at  the  same  time  stimulate 
respiration  and  circulation. 

The  activities  employed  for  these  ends  should  be  mainly  plays 
and  games,  as  they  create,  largely,  feelings  of  joy,  and  give  oppor- 
tunity for  spontaneous  action  of  the  will  power.  At  appropriate 
times,  and  especially  when  bad  weather  makes  it  impossible  to 
exercise  in  the  open  air,  the  gymnastic  lesson  should  consist  of 
exercises  for  increasing  good  posture,  of  vigorous  trunk  exercises, 
of  marching  and  of  rhythmic  steps. 

Where  it  is  possible,  it  should  be  the  rule  that  gymnastics 
must  be  performed  out  of  doors.  No  indoor  exercises,  however 
valuable,  can  be  compared  in  their  effect  upon  blood  enrichment 
to  the  value  of  these  same  exercises  when  performed  out  of  doors 
in  the  sunlight. 

During  this  first  school  period  the  teacher  begins  to  discover 
that  some  pupils  are  of  slow  mentality.  For  the  mental  stimula- 
tion of  these  pupils  simple  gymnastic  games,  and  the  song  gamo? 
with  arm  or  leg  movements  are  very  valuable. 

If  children  are  of  the  extremely  nervous  type  their  gymnastic 
work  should  consist  mainly  of  rhythmic  exercises  (not  of  exercises 
performed  upon  command).  Exercising  with  properly  selected 
music,  also,  is  very  valuable  in  such  cases. 

The  fundamental  ideas  in  selecting  gymnastic  material  for 
this  age-group  are:  large  movements  employing  the  large  muscle 
masses;  predominantly  spontaneous  and  rhythmic  work;  rnudi 
self-activity  in  the  games  and  plays. 


FOE  JUNIOR  HIGH  SCHOOLS  9 

The  essentials  to  be  demanded  in  the  gymnastic  lessons  are: 

(a)  Good  posture  in  standing  and  marching. 

(b)  Vigorous  trunk  exercises  combined  with  simple  arm  and 

leg  movements. 

(c)  Elementary  rhythmic  steps  in  alternation  with  marching; 

also  simple  combinations  of  leg  and  arm  movements. 

(d)  Easy  apparatus  work,  track  and  field  work,  and  games. 
Exercises  of  skill  during  this  period  are  a  most  important 

gymnastic  factor.  Games  may  be  employed  to  teach  co-ordination, 
quickness  and  readiness.  At  the  end  of  this  period  children  begin 
to  be  interested  in  team  games  of  low  organization. 

In  track  and  field  work,  fast  running  (sprinting)  from  50 
yards  gradually  leading  up  to  75  yards  (at  the  end  of  this  period) 
should  receive  an  increasingly  prominent  place.  Endurance  (slow) 
running  should  progress  from  2  to  5  minutes.  Broad  jumping, 
both  from  a  stand  and  a  run,  should  be  practiced.  At  the  end  of 
this  period  ice  and  roller  skating  should  be  encouraged. 

In  apparatus  work  easy  exercises  of  agility,  mainly  in  the 
hang,  and  in  hang-lying,  should  receive  careful  attention. 

SECOND  GROUP — FOB  PUPILS  9,  10,  11,  12  AND  13  YEARS  OF  AGE 
School  Grades  4,  5  and  6 

During  the  last  years  of  this  period  girls  arrive  at  puberty. 
The  viewpoints  regarding  the  selection  of  work  remain  as  before, 
but  much  greater  demands  can  be  made  upon  skill,  upon  more  diffi- 
cult co-ordinations. 

Games  requiring  closer  co- operation  begin  to  appeal  to  this 
group.  The  games  of  boys  are  characterized  by  a  fighting,  antag- 
onistic spirit ;  games  requiring  increased  skill,  daring  and  courage 
appeal  very  much  to  this  age-group. 

The  track  and  field  work  should  consist  of  sprinting  up  to  100 
yards,  and  endurance  runs  from  6  to  8  minutes.  Broad  and  high 
jumping,  also  the  triple  standing  jump,  and  the  hop,  step  and  jump 
should  be  practiced. 

Swimming  should  be  taught  to  pupils  at  the  end  of  their  fourth 
school  year.  Older  pupils  should  be  encouraged  to  practice  the 
more  advanced  swimming  strokes.  Greater  skill  in  skating  should 
be  encouraged.  In  fact  every  form  of  outdoor  exercise  like  sled- 
ding, rowing,  tramping,  etc.,  should  be  welcomed  as  a  legitimate 
means  to  cultivate  hardiness  and  vigor. 

In  apparatus  work  exercises  in  the  hang  and  in  the  support- 


10  EDUCATIONAL  GYMNASTICS 

stand  may  be  of  medium  difficulty,  These  exercises  should  be 
designed  primarily  for  increasing  skill,  also  for  increasing  the 
strength  of  the  arms  and  of  the  abdominal  muscles. 

The  essentials  demanded  in  the  gymnastic  lesson  are : 

(a)  Good  posture. 

(b)  Free  exercises  of  a  medium  degree  of  difficulty  performed 

with  energy  and  precision. 

(c)  Ehythmic  steps  of  medium  difficulty  executed  with  good 

finish. 

(d)  Apparatus  work  of  medium  difficulty,  track  and  field 

work,  and  games. 

THIKD  GROUP — FOR  PUPILS  12, 13,  14  AND  15  YEARS  OF  AGE 
School  Grades  7  and  8 

A  characteristic  of  this  age-period  is  an  increased  rapidity 
of  the  growth  of  the  lungs  and  heart. 

Games  demanding  much  running  should  give  to  these  vital 
organs  the  stimulus  they  need  for  increased  activity.  Team  games 
of  increasing  complexity,  but  requiring  no  great  endurance,  are 
ideal  forms  of  exercise  at  this  period. 

Track  and  field  work  should  consist  of  sprinting  up  to  150 
yards,  and  of  endurance  runs  from  8  to  10  minutes.  To  the  jump- 
ing of  the  former  periods  should  be  added  low  hurdling  and  pole 
vaulting.  Boys  and  girls  at  the  end  of  this  period  should  readily 
swim  one  hour,  and  know  the  different  swimming  strokes.  In 
skating,  also,  they  should  be  adepts.  Tramping  from  5  to  10  miles 
is  of  great  value  and  should  be  encouraged. 

In  apparatus  work  exercises  in  the  hang  should  require  more 
skill.  Momentary  support  should  alternate  with  mounts,  dis- 
mounts and  vaults.  For  girls,  exercises  designed  to  strengthen 
the  muscles  of  the  back  and  of  the  abdomen  should  predominate. 

During  the  whole  lesson,  both  in  free  exercises  and  in  appar- 
atus work,  the  demands  upon  the  skill,  agility  and  strength  of  the 
pupils  should  be  increased.  Boys  especially  should  have  exercises 
demanding  resoluteness,  daring  and  courage. 

Up  to  a  short  time  before  puberty  there  need  be  no  great 
difference  between  the  exercises  for  both  sexes.  With  the  advent 
of  this  change,  however,  the  many  valuable  exercises  in  the  hang 
on  the  ladders,  rings,  giant  strides,  etc.,  offer  to  the  girls  the  same 
opportunities  for  self-activity  that  the  more  violent  forms  of  exer- 
cise on  the  bars,  buck,  etc.,  offer  to  boys. 


FOR  JUNIOR  HIGH  SCHOOLS  11 

In  the  physical  training  work  the  essentials  are : 

(a)  Good  posture. 

(b)  Vigorous  trunk  exercises. 

(c)  The  correct  co-ordinations  demanded  by  the  more  ad- 

vanced rhythmic  steps. 

(d)  Apparatus  exercises  of  a  fair  degree  of  skill,  track  and 

field  work,  and  games. 

FOURTH  GROUP — FOR  PUPILS  FROM  15  TO  20  YEARS 
The  High  School  Group 

This  age-group  might  be  divided  into  two  periods,  A  from  15 
to  17  years,  B  from  17  to  20  years. 

During  the  first  period  the  boys  arrive  at  puberty.  Besides 
this  great  physiologic  change,  another  characteristic  of  this  period 
is  the  most  rapid  growth  of  lungs  and  heart  for  both  sexes.  Dur- 
ing the  years  from  14  to  18  the  heart  practically  doubles  its  size. 
Based  upon  the  law  that  appropriate  stimulation  of  an  organ  when 
it  is  growing  most  rapidly  will  produce  the  best  results,  heart  and 
lungs  at  this  period  of  a  boy's  or  girl's  life  should  receive  much 
stimulation  by  means  of  suitable  exercise.  The  best  exercise  to 
stimulate  heart  growth  is  running.  Games,  therefore,  and  activ- 
ities that  demand  much  running,  but  no  severe  strain,  are  most 
valuable  forms  of  exercise. 

The  viewpoint  determining  the  selection  of  gymnastic  material 
for  girls  is  the  same  as  in  the  preceding  period. 

The  games  of  both  girls  and  boys  now  should  demand  the 
highest  forms  of  skill,  but  not  much  endurance.  Running  games 
should  give  the  body  much  encouragement  for  vigorous  growth. 
In  the  selection  of  physical  training  material  one  thing  always 
must  be  kept  in  mind;  i.  e.,  the  body  must  never  be  deprived  of 
the  material  it  needs  for  growth  by  a  boy's  participation  in  men's 
games,  or  in  activities  demanding  great  endurance.  Marathon 
races  of  all  kinds  on  land  or  water,  as  well  as  football  or  basket- 
ball games  played  according  to  rules  designed  for  adults  should 
not  be  permitted  if  the  growing  youth  is  expected  to  develop  into 
vigorous  manhood  or  womanhood. 

Track  and  field  work  should  consist  of  fast  running  up  to  220 
yards;  cross-country  runs  (no  speed)  up  to  30  minutes  are  per- 
missible. Throwing  and  putting  should  be  added  to  the  field 
events  of  the  preceding  periods,  while  swimming,  skating,  sled- 


12  EDUCATIONAL  GYMNASTICS 

ding,  tramping,  rowing  and  other  natural  forms  of  exercise  should 
receive  full  recognition  and  unceasing  encouragement. 

In  apparatus,  work,  especially  for  boys,  exercises  in  the  sup- 
port, and  vaulting  should  now  receive  attention,  while  for  both 
sexes  the  exercises  of  skill  performed  in  the  hang  may  be  in- 
creased. 

Suitable  apparatus  work  is  of  special  benefit  to  the  high  school 
girl  in  giving  her  a  training  for  courage  and  determination  and  an 
impetus  to  develop  initiative  which  modern  life  makes  increasingly 
necessary  for  girls.  As  creators  of  "joy  in  achievement "  the 
"stunts"  possible  on  suitable  apparatus  are  factors  of  no  small 
importance  in  guiding  a  girl's  life  into  proper  channels. 

During  the  whole  physical  training  work  in  the  high  school 
period  the  tendency  to  select  forms  of  exercise  that  develop  initia- 
tive and  individuality  should  predominate.  That  part  of  the  les- 
son devoted  to  free  exercises,  therefore,  should  be  short  and  be 
filled  with  vigorous  physical  work  demanding  not  too  much  con- 
centration. 

The  characteristics  of  a  gymnastic  lesson  should  be: 

(a)  A  sustained  effort  to  increase  good  posture. 

(b)  Vigorous  trunk  exercises,  made  more  valuable  and  inter- 

esting by  the  frequent  use  of  suitable  hand  appar- 
atus. 

(c)  Ehythmic  steps  demanding  (especially  for  girls)  difficult 

co-ordinations. 

(d)  Apparatus  work  demanding  skill,  track  and  field  work, 

and  games. 

During  the  second  period  of  this  age-group,  17  to  20  years,  the 
young  man  is  gradually  nearing  maturity.  As  a  rule  height  has 
reached  its  maximum  and  breadth  begins  its  development. 

His  games  may  now  demand  a  medium  amount  of  endurance. 
With  boys  the  musculature  now  is  becoming  strong  enough  to  allow 
the  gradual  introduction  of  strength  exercises  like  wrestling,  put- 
ting the  shot,  putting  up  of  medium-weight  dumbbells,  and  the 
countless  forms  of  exercises  upon  apparatus. 

If  he  has  received  the  training  outlined  for  the  preceding 
years,  fast  running  at  all  distances  and  cross-country  running  up 
to  one  hour  are  permissible.  Bowing  as  a  sport  may  be  begun. 
Training  for  any  one  sport  should,  however,  be  discouraged. 
Girls  at  this  age,  and  later,  revel  in  the  highest  forms  of  sesthetic 
dancing. 


FOR  JUNIOR  HIGH  SCHOOLS  13 

With  the  completion  of  the  twentieth  year  most  men  have 
arrived  at  maturity.  For  approximately  the  next  twenty  years 
man  can  undertake  any  kind  of  physical  work  without  this  inter- 
fering with  his  bodily  development. 

Women,  organically  healthy,  may  participate  with  profit  in 
running  short  distances,  in  appropriate  forms  of  throwing,  in 
swimming  and  in  other  forms  of  competition  requiring  no  violent 
effort. 

It  is  doubtful  if  after  puberty  it  is  wise  to  encourage  most 
women  to  take  part  in  vigorous  athletic  competition.  Participa- 
tion in  an  athletic  meet  in  each  case  must  be  decided  upon  the 
physical  fitness  of  the  participant  at  this  time. 

VII.     PRINCIPLES  UNDERLYING  THE  COMBINING  OF  MOVEMENTS 

INTO  FREE  EXERCISES 

The  elementary  movements,  also  the  combinations,  always 
must  be  adapted  to  the  age  and  sex,  as  well  as  to  the  mental  and 
physical  ability  of  the  pupils. 

1.  Pertaining  to  the  Selection  of  Simple  (Elementary)  Exercises. 

Only  movements  having  "gymnastic  value"  should  be  se- 
lected. 

The  "gymnastic  value "  of  a  movement  may  lie  in  the  fact 
that  it  possesses  (a)  hygienic  value;  (b)  developmental  value;  (c) 
postural  value;  (d)  natural  co-ordinative  value;  or  (e)  a  combina- 
tion of  these. 

2.  Pertaining  to  Trunk  Exercises. 

Trunk  movements  should  be  performed  only  in  an  established 
base.  The  legs  should  be  fixed  before  the  trunk  movements  begin. 
The  exceptions  to  this  rule  are  combinations  like  the  balance- 
stands,  the  fall-out  and  lay-outs. 

3.  Pertaining  to  Sequences. 

(a)  Sequences  should  train  and  develop  natural  co-ordina- 

tions, or 

(b)  They  should  possess  value  as  a  means  of  increasing  the 

effect  of  combined  exercises  either  in  hygienic,  pos- 
tural or  developmental  directions. 


14  EDUCATIONAL  GYMNASTICS 

4.  Pertaining  to  Synchronous  Movements. 

Combinations  of  movements  should  have  not  only  a  physical 
value,  but  also  an  aesthetic  and  rhythmic  value. 

(a)  Movements  performed  simultaneously  should  have  the 

same  "time  value;"  they  should  possess  "rhythmic 
similarity. ' ' 

Where  two  exercises  are  performed  in  alternation  they 
should  have  the  same  time  value. 

(b)  Movements    performed    simultaneously    should    possess 

"harmony  of  action."  This  would  mean  that  arm 
movements  of  combative  origin  (thrusting,  striking, 
etc.) ;  i.  e.,  exercises  with  a  psychologic  value  should 
be  combined  primarily  with  the  leg  and  trunk  move- 
ments which  naturally  accompany  these  (as  stepping 
and  lunging),  while  arm  movements  of  artificial 
origin  (straightening,  raising,  carrying,  etc.),  should 
be  used  largely  to  increase  the  physiologic  value,  es- 
pecially of  slow  trunk  exercises. 

5.  Pertaining  to  Increasing  the  Difficulty  of  Co-ordinations. 

The  progression  in  difficulty  of  execution  in  free  exercises  is 
based  upon  either  physical  or  mental  means,  or  upon  a  combina- 
tion of  both. 

(a)  Physical  means  are: 

(1)  Narrowing  the  base  of  support. 

(2)  Raising  the  center  of  gravity. 

(3)  Combinations  of  the  above. 

(b)  Mental  means  are: 

(1)  To  move  the  different  body-parts  used  in  com- 

binations or  in  sequences  in  the  same  direc- 
tion ;  e.  g.j  forward  and  forward. 

(2)  To  move  them  in  opposite  directions;  e.  g.,  for- 

ward and  backward. 

(3)  To  move  them  in  different  directions;  e.  g.,  for- 

ward and  sideward. 


FOE  JUNIOR  HIGH  SCHOOLS  15 

HIGH  SCHOOL  METHODS  OF  ORGANIZATION  AND 

MANAGEMENT 

The  tactics,  running,  rhythmic  steps  and  the  free  exercises 
with  or  without  hand  apparatus  should  be  performed  as  a  rule  as 
class  work — that  is,  they  should  be  executed  by  a  class  as  a  whole. 
This  is  likewise  true  of  games.  There  seldom  is  need  of  departing 
from  this  plan  and  of  dividing  the  class  according  to  proficiency. 
With  beginners  in  the  seventh  grade  it  often  is  advisable  to  con- 
duct even  the  track  and  field  events,  and  the  apparatus  work  in  a 
like  manner. 

As  soon  as  possible  it  should  be  the  aim  of  a  teacher  to  divide 
each  class  into  teams  or  squads  of  8  to  10  pupils  each.  The  method 
of  forming  these  teams  is  as  follows :  we  will  suppose  that  a  par- 
ticular class  has  40  pupils.  The  teacher  decides  that  there  shall 
be  four  teams  of  ten  pupils  each.  These  shall  be  known  as  team 
No.  1,  No.  2,  No.  3  and  No.  4.  In  a  class  composed  of  boys  and 
girls  naturally  there  would  be  two  boys '  and  two  girls '  teams. 

The  pupils  thereupon  choose  four  captains.  These  captains 
now  choose  the  members  of  their  teams  as  follows :  the  captain  of 
Team  1  chooses  a  pupil,  the  captain  of  Team  2  then  chooses  a 
pupil,  then  successively  each  of  the  remaining  captains  does  like- 
wise. The  second  team  member  is  now  chosen  in  like  manner, 
then  the  third,  etc.,  until  each  boy  (or  girl)  in  the  room  belongs 
to  a  team. 

NOTE — In  schools  where  there  are  color  "contests,"  teams 
Nos.  1  and  3  belong  to  one  color  and  Nos.  2  and  4  to  the  other  color. 

As  a  rule  hereafter  these  teams  are  the  units  for  all  physical 
education  work,  with  the  captains  in  charge  of  their  teams.  In 
"falling  in"  the  teams  are  arranged  according  to  team  numbers. 
The  advantage  of  this  organization  is  that  by  means  of  it  a  teacher 
can  conduct  his  physical  education  work  either  as  class  work  or  as 
team  work,  or  he  can  have  a  combination  of  both.  He  further 
can  have  athletic  contests  during  every  lesson  or  during  a  part  of 
a  lesson,  or  at  such  times  of  the  year  as  he  sees  fit.  A  further 
advantage  is  that  he  easily  can  get  the  better  team  members  inter- 
ested in  helping  the  weaker  members  attain  not  only  the  age- 
standards,  but  something  beyond  these.  Later  this  help  can  be 
extended  to  all  school  subjects.  Finally  he  can  use  this  organiza- 
tion in  training  his  pupils  to  conduct  their  own  activities  under  his 
supervision. 

At  the  beginning  of  a  new  term  a  new  election  of  captains  and 


16  EDUCATIONAL  GYMNASTICS 

of  teams  should  take  place.  If,  during  a  term,  the  members  of  a 
team  are  dissatisfied  with  their  captain  they  may,  with  the  consent 
of  the  teacher,  choose  another  captain  from  among  their  own 
number. 

The  captain  of  each  team  should  have  a  score  card  for  each 
member  of  the  team,  upon  which  he  keeps  a  record  of  this  person's 
achievements  in  the  different  athletic  events.  At  the  end  of  the 
term  these  cards  are  given  to  the  teacher. 

Attention  is  here  called  to  the  fact  that  at  this  time  of  a  youth's 
life  it  is  profitable  for  teachers  to  encourage  the  formation  of 
teams  for  the  after-school  practice  in  all  forms  of  legitimate  ath- 
letic activity. 

PROCEDURE  J?OR  GIVING  PHYSICAL  EDUCATION  CREDITS 

At  the  end  of  each  term  pupils  should  receive  marks  for  their 
accomplishments.  These  marks  are  obtained  as  follows :  the  age- 
aims  printed  in  the  chart  on  page  41  are  the  passing  marks  for 
track  and  field  work.  They  should  be  rated  as  70  per  cent.  The 
best  achievement  in  an  event  during  the  term  is  100  per  cent,  (the 
highest  achievements  for  each  age  and  sex  must  be  kept  sepa- 
rately). Divide  the  difference  between  these  two  age-achieve- 
ments by  30.  This  gives  you  the  factor  by  means  of  which  the 
mark  reached  by  each  pupil  is  determined.  Let  the  captains  of 
the  teams  do  this,  and  check  up  their  work.  Performances  in  ath- 
letic events  not  in  the  chart  can  easily  be  rated  in  the  same  manner. 

Give  a  similar  mark,  ranging  from  1  to  100,  for  the  playing  of 
games,  taking  into  account  the  spirit  and  the  co-operation  shown 
by  the  pupil. 

For  the  free  exercises,  the  wand,  club  exercises,  the  steps,  and 
for  posture,  give  another  mark,  ranging  from  1  to  100,  taking  into 
account  the  results  obtained  and  the  effort  made. 

Add  the  three  marks,  divide  by  three  and  credit  the  pupil  with 
the  result. 

Pupils  receiving  less  than  70  per  cent,  are  in  Group  D. 

Pupils  receiving  from  70  up  to  80  points  are  in  Group  C,  and 
are  known  as  Novices. 

Those  receiving  from  80  up  to  90  points  are  in  Group  B  and 
are  known  as  Juniors. 

Those  receiving  90  points  and  over  are  in  Group  A,  and  are 
known  as  Athletes.  All  who  reach  this  mark  are  entitled  to  the 
school  letter. 


FOB  JUNIOR  HIGH  SCHOOLS  17 


PART  II 

A.    DEFINITIONS 

B.    THE  INSTRUCTION  MATERIAL  FOR  THREE 

YEARS'  WORK 


A.    DEFINITIONS 

Fall — In!  This  command  is  given  to  bring  the  individuals  who 
are  scattered  about,  into  a  definite  formation  at  a  place  desig- 
nated by  the  one  in  command.  Individuals  will  form  in  double 
rank,  the  tallest  at  the  right  flank. 

Break — Ranks!  This  command  allows  the  individuals  who  are 
in  a  definite  formation  to  leave  this  and  to  go  where  they 
please. 

Alien — tionl  This  command,  given  to  individuals  grouped  in  a 
definite  formation,  causes  these  to  assume  the  position  of  the 
soldier. 

Position  of  the  Soldier,  or  Attention : 

Heels  on  the  same  line  and  as  near  each  other  as  the  con- 
formation of  the  man  permits. 

Feet  turned  out  equally  and  forming  an  angle  of  about  45 
degrees. 

Knees  straight  without  stiffness. 

Hips  level  and  drawn  back  slightly ;  body  erect  and  rest- 
ing equally  on  hips ;  chest  lifted  and  arched ;  shoulders  square 
and  falling  equally. 

Arms  and  hands  hanging  naturally,  thumb  along  the  seam 
of  the  trousers. 

Head  erect  and  squarely  to  the  front,  chin  drawn  in  so 
that  the  axis  of  the  head  and  neck  is  vertical ;  eyes  straight  to 
the  front. 

Weight  of  the  body  resting  equally  upon  the  heels  and 
balls  of  the  feet. 

At— Ease!  At  this  command  the  individuals  keep  one  foot  in 
place  and  assume  an  easy  position.  Silence  is  required,  but 
not  immobility. 


18  EDUCATIONAL  GYMNASTICS 

Rest!  At  this  command  the  individuals  keep  one  foot  in  place, 
but  are  not  required  to  preserve  silence,  nor  immobility. 

Parade — Rest!  Carry  the  right  foot  6  inches  straight  to  the  rear, 
left  knee  slightly  bent ;  clasp  the  hands,  without  constraint,  in 
front  of  the  center  of  the  body,  fingers  joined,  left  hand  upper- 
most, left  thumb  clasped  by  the  thumb  and  forefinger  of  the 
right  hand;  preserve  silence  and  steadiness  of  position. 

Eyes — Right!  At  this  command  the  head  is  turned  to  the  right, 
eyes  fixed  on  the  line  of  eyes  of  the  individuals  in  the  same 
rank.  This  command  is  used  principally  when  marching  so 
as  to  help  in  the  alignment.  At  the  command  ' i  Front ! ' '  turn 
head  and  eyes  to  the  front. 

Right — Dress!  At  this  command  the  individual  places  the  palm 
of  his  left  hand  upon  the  hip,  fingers  pointing  downward 
(whether  dressing  right  or  left)  executes  eyes  right  and  taking 
small  quick  steps,  places  himself  so  that  his  right  arm  rests 
lightly  against  the  arm  of  the  individual  at  his  right.  His 
eyes  and  shoulders  are  in  line  with  those  of  the  individuals 
at  his  right.  The  one  at  the  right  end  looks  straight  ahead. 
At  the  command  " Front!"  each  man  turns  his  head  and  eyes 
to  the  front,  and  drops  his  left  hand  to  his  side. 

Right — Face!  Eaise  slightly  the  left  heel  and  right  toe;  face  to 
the  right,  turning  on  the  right  heel,  assisted  by  a  slight  pres- 
sure on  the  ball  of  the  left  foot ;  place  the  left  foot  by  the  side 
of  the  right.  Left  face  is  executed  on  the  left  heel  in  the  cor- 
responding manner. 

Eight  (left)  half-face  is  executed  similarly,  facing  45 
degrees.  "To  face  in  marching"  and  advance,  turn  on  the 
ball  of  either  foot  and  step  off  with  the  other  foot  in  the  new 
line  of  direction ;  to  face  in  marching  without  gaining  ground 
in  the  new  direction,  turn  on  the  ball  of  either  foot  and  mark 
time. 

About — Face!  Carry  the  toe  of  the  right  foot  about  a  half -foot 
length  to  the  rear  and  slightly  to  the  left  of  the  left  heel  with- 
out changing  the  position  of  the  left  foot;  face  to  the  rear, 
turning  to  the  right  on  the  left  heel  and  right  toe;  place  the 
right  heel  by  the  side  of  the  left. 

Forward — March!  At  the  command  "forward,"  shift  the  weight 
of  the  body  to  the  right  leg,  left  knee  straight. 


FOR  JUNIOR  HIGH  SCHOOLS  19 

At  the  command  " march,"  move  the  left  foot  smartly 
straight  forward  30  inches  from  the  right,  sole  near  the 
ground,  and  plant  it  without  shock;  next,  in  like  manner,  ad- 
vance the  right  foot  and  plant  it  as  above ;  continue  the  march. 
The  arms  swing  naturally. 

NOTE — Because  the  soldier  is  obliged  to  carry  a  heavy  pack, 
the  regular  marching  step  is  120  per  minute.  In  school  tactics 
the  common  step  is  about  135  per  minute. 

Double  time — March!  If  at  a  halt,  at  the  first  command  shift  the 
weight  of  the  body  to  the  right  leg.  At  the  command  " march," 
raise  the  fore-arms,  fingers  closed,  to  a  horizontal  position 
along  the  waist  line;  take  up  an  easy  run  with  the  step  and 
cadence  of  double  time,  allowing  a  natural  swinging  motion 
to  the  arms. 

If  marching  in  quick  time,  at  the  command  " march," 
given  as  either  foot  strikes  the  ground,  take  one  step  in  quick 
time,  and  then  step  off  in  double  time. 

Mark  time — March!  At  the  command  "march,"  given  as  either 
foot  strikes  the  ground,  advance  and  plant  the  other  foot; 
bring  up  the  foot  in  rear  and  continue  the  cadence  by  alter- 
nately raising  each  foot  about  two  inches  and  planting  it  on 
line  with  the  other. 

Being  at  a  halt,  at  the  command  "march,"  raise  and  plant 
the  feet  as  described  above. 

Half  step — March!  Take  steps  of  15  inches  in  quick  time,  18 
inches  in  double  time. 

Right  step — March!  Carry  and  plant  the  right  foot  15  inches  to 
the  right ;  bring  the  left  foot  beside  it  and  continue  the  move- 
ment in  the  cadence  of  quick  time. 

The  side  step  is  used  for  short  distances  only  and  is  not 
executed  in  double  time. 

Back  step — March!    Take  steps  of  15  inches  straight  to  the  rear. 
The  back  step  is  used  for  short  distances  only  arid  is  not 
executed  in  double  time. 

Squad— Halt!  At  the  command  "halt,"  given  as  either  foot 
strikes  the  ground,  plant  the  other  foot  as  in  marching;  raise 
and  place  the  first  foot  by  the  side  of  the  other.  If  in  double 
time,  drop  the  hands  by  the  sides. 


20  EDUCATIONAL  GYMNASTICS 

By  the  right  flank — March!  At  the  command  " march,"  given  as 
the  right  foot  strikes  the  ground,  advance  and  plant  the  left 
foot,  then  face  to  the  right  in  marching  and  step  off  in  the 
new  direction  with  the  right  foot.  Marching  by  the  left  flank 
is  executed  in  a  similar  manner. 

To  the  rear — March!  At  the  command  " march"  given  as  the 
right  foot  strikes  the  ground,  advance  and  plant  the  left  foot ; 
turn  to  the  right  about  on  the  balls  of  both  feet  and  immedi- 
ately step  off  with  the  left  foot.  (In  school  tactics  this  move- 
ment is  also  performed  left  about). 

Change  step — March!  At  the  command  "march,"  given  as  the 
right  foot  strikes  the  ground,  advance  and  plant  the  left  foot ; 
plant  the  toe  of  the  right  foot  near  the  heel  of  the  left  and  step 
off  with  the  left  foot.  (In  military  tactics  this  movement  is 
performed  only  once). 

Hand — Salute!  Eaise  the  right  hand  smartly  till  the  tip  of  the 
forefinger  touches  the  lower  part  of  the  head-dress  above  the 
right  eye,  thumb  and  fingers  extended  and  joined,  palm  to  the 
left,  forearm  inclined  at  about  45  degrees,  hand  and  wrist 
straight;  at  the  same  time  look  toward  the  person  saluted. 
(Two)  Drop  the  arm  smartly  by  the  side. 

Close  Order!  This  is  a  formation  in  which  the  individuals  formed 
in  a  "front  rank"  stand  with  elbows  nearly  touching.  In  a 
"flank"  formation  they  have  facing  distance. 

Open  Order!  This  is  a  formation  in  which  the  individuals  have 
more  distance  than  is  needed  for  facing. 

Front  Rank!  This  is  a  formation  in  which  two  or  more  individ- 
uals are  placed  side  by  side  in  close  order. 

Flank  Rank!  This  is  a  formation  in  which  two  or  more  individ- 
uals stand  one  behind  the  other  in  close  order. 

Front  Line!  This  is  a  formation  in  which  two  or  more  "front 
ranks"  are  placed  side  by  side. 

Flank  Line!  This  is  a  formation  in  which  two  or  more  "flank 
ranks"  stand  behind  each  other. 

Front  Column!  This  is  a  formation  in  which  two  or  more  "front 
ranks"  are  formed  behind  each  other. 


FOE  JUNIOR  HIGH  SCHOOLS  21 

B.    THE  INSTRUCTION  MATERIAL 

I.    TACTICS 
School  of  the  Individual 

FIKST  YEAR 

1.  Fall  In  (double  rank). 

2.  Attention  (position  of  the  soldier). 

3.  Parade  Eest  (also  Rest,  and  At  East). 

4.  Right  Dress,  Front  (also  Left  Dress). 

5.  Right  Face,  Left  Face,  About  Face,  Right  half  Face,  Left 
half  Face. 

6.  Hand  Salute. 

7.  Steps  and  Marching. 

(a)  Forward,  March  (quick  time,  cadence  120  steps  per 

minute,  length  of  step  30  inches). 

(b)  Double  time,  March  (a  run,  cadence  180  steps  per 

minute,  length  of  step  36  inches). 

(c)  Mark  time,  March  (with  slightly  raising  knees). 

(d)  Half  step,  March  (half  the  length  of  the  ordinary  step 

in  quick  or  in  double  time). 

(e)  Right  step,  March.    Left  step,  March  (a  side  step). 

(f )  Back  step,  March. 

8.  While  marching. 

(a)  By  the  right  flank,  March.    By  the  left  flank,  March 

(a  right  or  left  face). 

(b)  To  the  rear,  March  (always  right  about). 

(c)  Change  step,  March. 

Additional  School  Tactics 

9.  Form  in  single  rank. 

10.  Count  off  from  right  to  left  by  twos  (threes,  fours,  etc.) 

11.  Quarter-wheel  left.    Quarter-wheel  right.    Half -wheel  left. 
Half- wheel  right. 

SECOND  YEAR 

During  the  first  term  review  the  tactics  of  the  preceding  year. 
Improve  the  execution. 

School  of  the  Squad  and  Company 
(A  squad  consists  of  8  pupils  formed  in  double  rank) 

1.  Form  squads,  count  off  by  fours. 

2.  Right  oblique,  March.     Left  oblique,  March. 


22  EDUCATIONAL  GYMNASTICS 

3.  To  turn  on  a  fixed  pivot:    Squads  right,  March.     Squads 
left,  March. 

4.  Formed  in  a  front  column :  Forward,  March.    Guide  right. 

5.  To  turn  on  a  moving  pivot :  Left  turn,  March.    Eight  turn, 
March. 

Additional  School  Tactics 

6.  In  front  ranks:  Form  to  the  rear.     Form  to  the  front. 
Form  to  the  right.    Form  to  the  left. 

THIED  YEAR 

During  the  first  term  review  the  tactics  of  the  preceding  year. 
Improve  the  execution. 

School  of  the  Squad  (Continued) 
(Formed  in  a  Front  Column) 

1.  Take  interval,  to  the  right,  March.     Take  interval,  to  the 
left,  March  (opening  the  ranks  sideward). 

2.  Assemble,  to  the  right,  March   (closing  the  ranks  side- 
ward). 

3.  Take  distance,  March  (opening  the  ranks  forward  in  es- 
chelon). 

4.  Assemble,  March  (closing  the  ranks  forward). 

Additional  School  Tactics 

5.  In  flank  ranks:  Form  to  the  right.     Form  to  the  left. 
Form  in  front,  passing  by  the  right  (left)  side. 

II.     FREE  EXERCISES 
(Wand  Exercises  and  Dumbbell  Exercises) 

FIRST  YEAR 

1.  During  the  first  term  review  the  co-ordinations  of  the  pre- 
ceding grade. 

2.  Dumbbell  exercises. 

Second  Term 

1.  Four-movement  sequences  of  one  body-part. 

2.  A  two-movement  exercise  of  a  different  body-part. 

3.  Combination  of  1  and  2. 

4.  Wand  exercises — The  above  co-ordinations  should  also  be 
performed  as  wand  exercises. 


FOE  JUNIOR  HIGH  SCHOOLS  23 

SECOND  YEAR 

During  the  first  term  review  the  co-ordinations  of  the  preced- 
ing grade.     Free  exercises  and  wand  exercises. 

Second  Term 

1.  Four-movement  sequences  of  one  body-part. 

2.  A  two-movement  exercise  of  a  second  and  third  body-part. 

3.  Combinations  of  1  and  2. 

4.  Club  swinging. 

THIRD  YEAR 

1.  Review  the  co-ordinations  of  the  preceding  grade. 

2.  Place  great  weight  upon  the  most  vigorous  execution  of 
wand  and  dumbbell  exercises. 

3.  Club  swinging. 

CLUB  EXERCISES 

SECOND  YEAR 

Second  Term 

1.  Arm  circles  left,  right,  alternately,  and  with  both  arms 
forward,  backward,  outward  and  inward. 

2.  Hand  circles  forward,  backward,  also  outward  and  inward 
behind  the  shoulders. 

3.  Half  circles  (pendulum  swings)  inward  and  outward;  for- 
ward and  backward. 

4.  Arm  and  hand  circles  left,  right,  alternately,  and  with 
both  arms  forward  and  backward. 

5.  Combine  lunging  and  vigorous  trunk  bending  with  appro- 
priate circles. 

6.  Groups  of  the  most  vigorous  of  above  exercises  arranged 
for  music. 

THIRD  YEAR 

t 

Second  Term 

1.  Half  circles  fore-upward  and  return,  side-upward  and  re- 
turn. 

2.  Arm  and  hand  circles  left,  right,  alternately,  and  with  both 
arms,  outward  and  inward. 

3.  Double  arm  circles  left,  right  and  alternately. 

4.  Combine  lunging,  vigorous  trunk  bending,  and  marching  a 
certain  number  of  steps  with  appropriate  circles. 

5.  Groups  of  the  above  exercises  arranged  for  music. 


24  EDUCATIONAL  GYMNASTICS 

III.     EHYTHMIC  STEPS 
A.    Marching  Steps        B.    Dancing  Steps 

FIRST  YEAR 

During  the  first  term  review  the  steps  of  the  preceding  grades. 

Second  Term 
A.     Marching  Steps 

1.  Marching  in  common  time ;  i.  e.,  135  steps  per  minute ;  in 
fast  time ;  i.  e.,  150  to  160  steps  per  minute  (arms  swing  naturally). 

NOTE — In  military  marching  the  cadence  of  the  ordinary 
inarch,  termed  " quick  time,"  is  120. steps  per  minute.  This  slow 
cadence  is  necessary,  because  of  the  weight  of  a  soldier's  equip- 
ment. 

2.  Leg  movements  while  marching  and  running:  On  toes, 
raising  the  knees,  raising  the  straight  legs. 

3.  Marching  with  two-  and  four-movement  arm  exercises, 
a  movement  on  the  first  of  each  four  steps. 

B.    Dancing  Steps 

a.  Polka  Rhythm.     Glide;  cut;  cut-hop;  polka-hop;  swing- 
hop. 

b.  Mazurka    Rhythm.     Mazurka-hop;    double    balance-hop; 
three-step;  swing-hop. 

c.  Schottische  Rhythm.     Schottische-step ;  cut;  cut-hop. 

d.  "Waltz  Rhythm.     Balance-step ;  swing-hop: 

NOTE — In  the  dancing  steps  the  four  principal  rhythms 
grouped  in  the  assignments  respectively  under  (a)  (b)  (c)  and  (d) 
may  be  found  by  employing  marching  or  running  steps  to  get  the 
correct  measure  of  time.  For  instance,  the  " polka  rhythm," 
always  marked  (a),  equals  a  slow  marching  step;  the  "mazurka 
rhythm,"  marked  (b),  equals  three  steps  with  an  emphasis  upon 
the  first;  the  "schottische  rhythm,"  marked  (c),  equals  four  run- 
ning steps  with  a  slight  emphasis  upon  the  first,  and  the  "waltz 
rhythm,"  marked  (d),  equals  three  fast  steps  with  an  emphasis 
upon  the  first. 

Appropriate  trunk  and  arm  movements  should  be  added  as 
soon  as  the  characteristics  of  each  rhythm  have  been  learned. 

SECOND  YEAR 

During  the  first  term  review  the  steps  of  the  preceding  grade. 
Work  for  a  more  finished  execution. 


FOR  JUNIOR  HIGH  SCHOOLS  25 

Second  Term 
A.    Marching  Steps 

1.  Marching  in  common  time ;  i.  e.,  135  steps  per  minute ;  in 
fast  time ;  i.  e.,  150  to  160  steps  per  minute  (arms  swing  naturally). 

2.  Leg  movements  while  marching  and  running:  On  toes, 
raising  the  knees,  raising  the  straight  legs. 

3.  Marching  with  two-  and  four-movement  arm  exercises, 
four  steps  to  each  movement. 

B.    Dancing  Steps 

a.  Polka  Rhythm.     Polka-hop  with  prefixed  leg  movements, 
cut,  cut-hop. 

b.  Mazurka  Rhythm.     Mazurka-hop;  balance-hop;  cut. 

c.  Schottische    Rhythm.     Schottische  -  step ;    cut ;    cut  -  hop ; 
three-step-turn. 

d.  Waltz  Rhythm.    Balance-step  and  swing-hop  in  alterna- 
tion. 

Appropriate  trunk  and  arm  movements  to  be  added  as  soon 
as  the  characteristics  of  each  rhythm  have  been  learned.  Alterna- 
tions of  A  and  B. 

THIRD  YEAR 

During  the  first  term  review  the  steps  of  the  preceding  grade. 
Work  for  a  more  finished  execution. 

Second  Term 
A.    Marching  Steps 

1.  Marching  in  common  time ;  i.  e.,  135  steps  per  minute ;  in 
fast  time;  i.  e.,  150  to  160  steps  per  minute  (arms  swinging  nat- 
urally). 

2.  Leg  movements  while  marching  and  running:  On  toes, 
raising  and  swinging  the  knees,  raising  and  swinging  the  straight 
legs. 

3.  Marching  with  two-  and  four-movement  arm  exercises,  a 
movement  on  the  first  of  four  (two)  steps. 

B.    Dancing  Steps 

Review  the  gymnastic  dancing  steps  of  the  preceding  grades ; 
L  e., 


26  EDUCATIONAL  GYMNASTICS 

a.  Polka  Rhythm.  Glide ;  skip-step ;  swing-hop ;  balance-hop ; 
polka-hop ;  cut  backward,  forward,  sideward ;  cut-hop. 

b.  Mazurka   Rhythm.      Eepeat    suitable    steps    enumerated 
under  (a)  and  adapt  them  to  the  mazurka  rhythm.  Three-step,  ma- 
zurka-hop. 

c.  Schottische  Rhythm.     Repeat  suitable  steps  enumerated 
under  (a)  and  adapt  them  to  the  schottische  rhythm.    Three-step- 
swing-hop. 

d.  Waltz  Rhythm.     Balance-step;  step  and  curtsy;  swing- 
hop. 

e.  Alternations  of  (a)  and  (b). 

C.  Appropriate  Character  and  Folk  Dances 

D.  ^Esthetic  Dancing  (for  Girls) 

The  fundamental  arm  and  leg  exercises  should  be  taught. 

IV.     GAMES,  TRACK  AND  FIELD  EVENTS 
A.     Games 

1.  Gymnastic    Games.     Poison,    Catch   the    Robber,    Three 
Deep,  Day  or  Night,  Kickball,  various  forms  of  Passball,  Medicine- 
ball,  Hurlball. 

2.  Team  Games  of  Low  Organization.    Prisoner's  Base,  Rab- 
bits, Dodgeball,  Chaseball,  Battleball.    Also  potato  races  as  team 
.games ;  running  and  hopping  races. 

3.  Team  Games  of  High  Organization.     Captainball,  Volley- 
ball, Baseball,  Soccerball,  Basketball. 

B.     Track  and  Field  Events 

1.  Fast  running — sprinting — up  to  150  yards. 

2.  Endurance  running  from  6  to  9  minutes. 

3.  Jumping.     Standing  and  running  broad  jump;  running 
Mgh  jump;  hop,  step  and  jump;  and  triple  standing  broad  jump. 

4.  To  swimming  and  skating  of  the  former  grades,  pupils 
should  be  encouraged  to  add  tramping. 

FIRST  YEAR 

A.     Games 

1.  Gymnastic  Games.  Poison,  Catch  the  Robber,  Three 
Deep,  Day  or  Night,  Kickball,  Passball  (over  head,  also  in  a  cir- 
cle), Medicineball  for  height  or  for  distance,  Hurlball  for  distance. 
Practice  Hurlball  first  without  and  later  with  turns. 


FOB  JUNIOR  HIGH  SCHOOLS  27 

2.  Team  Games  of  Low  Organization.    Prisoner's  Base,  Rab- 
bits,  Dodgeball,    Chaseball,   Battleball.     Potato   races   as   team 
games ;  running  and  hopping  races. 

3.  Team  Games  of  High  Organization.     Captainball,  Volley- 
ball, Baseball,  Soccerball,  Basketball. 

B.     Track  and  Field  Events 

1.  Fast  running — sprinting — up  to  150  yards. 

2.  Endurance  running  from  6  to  9  minutes.     (Pupils  suffer- 
ing from  short  breath  or  pain  in  the  side,  step  out  of  line  without 
further  comment.    After  breathing  is  normal  they  again  step  into 
line.) 

3.  Jumping.     Standing  and  running  broad  jump;  running 
high  jump ;  hop,  step  and  jump ;  triple  standing  broad  jump. 

4.  To  swimming  and  skating  of  the  former  grades,  pupils 
should  be  encouraged  to  add  tramping. 

SECOND  YEAR 

A.    Games 

1.  Gymnastic   Games.     Poison,    Catch   the    Robber,    Three 
Deep,  Day  or  Night,  Kickball,  Passball  (over  head,  also  in  a  cir- 
cle) ;  Medicineball  for  height  or  for  distance,  Hurlball. 

2.  Team  Games  of  Low  Organization.    Prisoner's  Base,  Rab- 
bits, Dodgeball,  Chaseball,  Battleball.    Also  potato  races  as  team 
games ;  running  and  hopping  races. 

3.  Team  Games  of  High  Organization.     Captainball,  Volley- 
ball, Baseball,  Soccerball,  Basketball. 

B.     Track  and  Field  Events 

1.  Fast  running — sprinting — up  to  150  yards. 

2.  Endurance  running  from  6  to  9  minutes.     (Pupils  suffer- 
ing from  short  breath  or  pain  in  the  side,  step  out  of  line  without 
further  comment.    After  breathing  is  normal  they  again  step  into 
line.) 

3.  Jumping.     Standing  and  running  broad  jump;  running 
high  jump ;  hop,  step  and  jump ;  triple  standing  broad  jump. 

4.  To  swimming  and  skating  of  the  former  grades,  pupils 
should  be  encouraged  to  add  tramping. 

THIKD  YEAR 

A.    Games 
1.    Review  the  vigorous  games  of  the  lower  grades,  especially 


28  EDUCATIONAL  GYMNASTICS 

the  team  games  like  Dodgeball,  Captainball,  Battleball  and  Volley- 
ball, Baseball  and  Basketball. 

B.  Track  and  Field  Events 

1.  Standing  and  running  high  and  broad  jump ;  hop,  step  and 
jump;  triple  standing  broad  jump. 

2.  Short  races,  relay  races,  50,  75  and  100  yards. 

3.  Fundamentals  of  shot-put  (8  Ibs.),  hurlball  (4  Ibs.). 

4.  Endurance  runs,  6  to  9  minutes. 

C.  Miscellaneous  Activities 

1.  Swimming.     Swimming  is  an  essential  physical  training 
activity.    High  school  pupils  should  be  able  to  swim  from  one-half 
to  one  hour,  and  to  show  the  breast,  side  and  back  strokes.     They 
should  also  know  the  simple  forms  of  diving. 

2.  Walking.     Tramping  trips  into  the  country  should  be  en- 
couraged during  all  seasons. 

3.  Skating.     Boys  and  girls  should  be  able  to  skate  forward 
and  backward,  also  to  perform  some  of  the  simple  forms  of  fancy 
skating. 

4.  Sledding.     Sledding  and  coasting  should  be  encouraged 
whenever  the  weather  is  favorable. 

5.  Camping,  Boating.    In  fact  all  sane  forms  of  outdoor  life 
should  always  be  furthered  by  forming  and  directing  organizations 
among  the  pupils  devoted  to  such  activities. 

V.    APPARATUS  WORK 
Ropes,  Stallbars,  Balance  Beams,  Horizontal  Ladders 

FIRST  YEAR 

Climbing  Ropes 

1.  Climb. 

2.  Between  two  ropes:  Pendulum  swing  with  straight  and 
with  bent  arms. 

3.  Eaise  the  knees. 

4.  Pendulum  swing;  raise  the  knees. 

Stallbars 

1.     Side-stand  frontways :  Stand  on  the  bars ;  feet  remain  in 
position,  hand  walking  downward,  bending  at  the  hips ;  return. 


FOR  JUNIOR  HIGH  SCHOOLS  29 

2.     Side-hang  rearways.    Hands  grasping  bar  overhead. 

(a)  Bend  the  arms  (chinning). 

(b)  Raise  the  knees. 

(c)  As  (b) ;  then  straighten  legs  forward  and  return. 

(d)  As  (b) ;  then  straighten  legs  forward  and  lower. 

(e)  Raise  legs  forward;  then  bend  knees  and  lower. 

(f )  Raise  legs  forward,  then  lower. 

Balance  Beam 

Exercises  on  the  beam.    For  the  advanced  squads  the  beam 
gradually  should  be  raised  to  make  the  exercises  more  difficult. 
1.     Cross-stand  at  the  side  of  the  beam.    Step  on  the  beam. 

(a)  Walk  forward  with  ordinary  steps;  later  with  knee 

raising. 

(b)  Walk  backward;  walk  sideward  left;  sideward  right. 

(c)  Bend  the  knee  of  the  stationary  leg  while  the  other  leg 

swings  down  at  the  side  of  the  beam,  then  for- 
ward and  backward;  continue  six  to  eight  times. 

(d)  As  (c)  while  walking  forward. 

(e)  Assume  various  arm  positions  while  marching  for- 

ward or  backward. 

(f)  Half -turns  (left  or  right  about),  first  in  standing  in 

the  cross-stride  position,  later  while  walking  for- 
ward. 

For  stronger  pupils:  From  the  side-stand  frontways  jump  to 
a  support,  then  place  one  foot  on  the  beam  (knee  between  the 
arms)  and  rise  to  standing;  also  the  reverse  of  the  foregoing;  i.  e., 
dismounting. 

Balance  Beam,  for  Advanced  Pupils 
(Mounting  and  Vaulting) 

1.     Side-stand  frontways.    Mounts. 

(a)  Mount  to  a  riding  seat,  hands  in  front.    Dismount  to 

either  side,  first  without  turns,  later  with  quarter 
and  half  turns  inward,  then  outward. 

(b)  Mount  to  a  cross-seat  (on  one  side  of  the  beam),  hands 

in  rear.  Dismount  to  the  near  side,  later  dis- 
mount over  the  beam  to  the  off-side.  Later  dis- 
mount with  quarter  and  half -turns  inward,  then 
outward. 


30  EDUCATIONAL  GYMNASTICS 

Horizontal  Ladder 

1.  On  the  low  horizontal  ladder  most  of  the  mounts  and 
vaults  enumerated  under  the  balance  beam  may  be  performed. 

2.  Arm  and  leg  exercises  in  the  support  stand  and  in  hang 
lying. 

3.  On  the  high  ladder :  Bend  the  arms,  chinning,  travel  on  the 
beams  sideward  or  forward  without  and  with  swinging,  raise  the 
knees,  inverted  squat  hang. 

SECOND  YEAR 

Climbing  Ropes 

1.  Climb,  come  down  on  next  rope. 

2.  Between  two  ropes :  Bent-arm  hang,  then  short  swing. 

3.  Half  turn  over  with  bent  knees. 

4.  Pendulum  swing,  jump  forward  for  distance. 

Stallbars 

1.  Eeview  the  exercises  of  the  first  year. 

2.  Exercises  in  the  side  stand  rearways  on  the  bars. 

Balance  Beam 

1.  Eeview  the  exercises  of  the  first  year. 

2.  Side-stand  frontways.    Vaults. 

(a)  Front  vault  left;  right. 

(b)  Flank  vault  left;  right. 

(c)  Eear  vault  left;  right. 

(d)  As  (a),  (b),  (c),  with  quarter  turns  inward,  then  out- 

ward ;  later  with  half  turns  inward  and  outward. 

(e)  Mount  to  a  seat,  then  dismount,  following  immediately 

by  a  vault. 

(f)  Vaults  as  explained  under  (a),  (b),  (c)  and  (d),  fol- 

lowed immediately  by  like  or  unlike  vaults ;  e.  g., 
a  front  vault  with  a  quarter  turn  inward  followed 
by  a  front  vault,  or  a  rear  vault  with  a  quarter 
turn  inward  followed  by  a  rear  vault,  etc. 

Horizontal  Ladder 

1.     On  the  low  ladder  perform  the  easier  mounts  and  vaults 
spoken  of  under  balance  beam. 


FOE  JUNIOR  HIGH  SCHOOLS  31 

2.  Arm  and  leg  exercises  in  the  support-stand,  also  in  hang 
lying. 

3.  On   the   high   ladder:   chinning,   travel   forward   on  the 
rounds  (skipping  one  or  more),  hand  jumping  forward,  raise  the 
legs  forward,  inverted  squat  hang. 

THIRD  YEAR 

Climbing  Ropes 

1.  Climb,  come  down  hand  over  hand. 

2.  Bent  arm  hang  and  pendulum  swing. 

3.  Turn  over  backward  with  bent  knees. 

4.  Pendulum  swing,  jump  forward  for  height. 

Stallbars 

Keview  the  exercises  of  the  preceding  year. 

1.  Increase  the  number  of  times  the  knees  or  the  straight 
legs  are  to  be  raised. 

2.  Leg  exercises  in   the  arch  stand. 

3.  Exercises  on  the  benches. 

Balance  Beam 

Walk  forward ;  walk  with  leg  and  arm  movements.  Arm  and 
leg  exercises  in  the  support-stand,  also  in  the  hang  lying.  Easy 
mounts,  dismounts  and  vaults.  Combinations  of  mounts  and 
vaults,  also  of  vaults  and  vaults. 

Horizontal  Ladder 

1.  On  the  low  ladder  perform  the  easier  mounts  and  vaults 
mentioned  under  balance  beam. 

2.  Leg  and  trunk  exercises  lying  rearways  or  frontways  on 
the  low  ladder. 

3.  On  the  high  ladder :  Chinning,  travel  backward  on  beams 
or  rounds,  travel  with  turning,  hand  jumping  backward,  leg  exer- 
cises in  the  bent-arm  hang. 


32 


EDUCATIONAL  GYMNASTICS 

GYMNASIUM  KOSTER 

FIRST   TEEM— ASSIGNMENTS   1,   2,   3 
ASSIGNMENT  1 


SEVENTH  GRADE 

EIGHTH  GRADE 

NINTH  GRADE 

TACTICS. 

Pall  in.  Dress.  Quarter- 
face.  Count  off.  Squads 
right. 

Fall    in.      Dress.      Count 
off.       Squads    left    and 
right.     Change  step. 

Fall  in.  Dress.  Count 
off.  While  marking 
time,  squads  left;  also 
right. 

FREE  EXERCISES. 

Free  exercises. 

Free  exercises. 

Free  exercises. 

MARCHING  STEPS. 

Alternate  running  and 
marching. 

Alternation     of     common 
and  quick  step. 

Alternation  of  common 
and  quick  step.  Arm 
exercises  while  march- 
ing. 

DANCING  STEPS. 

Cut,  cut-hop  forward, 
glide,  mazurka. 

Cut,      cut-hop     sideward, 
glide,  alternations,  ma- 
zurka. 

Cut-hop  sideward,  leaping 
steps,  alternations,  ma- 
zurka. 

GAMES.                        ||BattlehaIl. 

Battleball.                               |  Battleball. 

TBACK  AND  FIELD. 

Standing  Broad  Jump. 
Triple  Standing  Broad 
Jump. 

Standing     Broad     Jump. 
Triple   Standing  Broad 
Jump. 

Standing     Broad     Jump 
Triple   Standing  Broad 
Jump. 

APPARATUS.                j  |  Stallb  ars  . 

Stallbars. 

Stallbars. 

ASSIGNMENT  2 


TACTICS. 

Squads  left.     Mark  time. 

Squads  left  about,  also 
right  about.  Facing. 

Squads  left  about,  also 
right  about.  About  face, 
left  about  face. 

FREE  EXERCISES.      ||Free  exercises.                       |  Free  exercises. 

Free  exercises 

MARCHING  STEPS. 

Alternate  running  and 
marching. 

Arm  exercises  while 
marching. 

Arm  exercises  while 
marching.  Alternation 
of  common  and  knee- 
raising  step. 

DANCING  STEPS. 

Polka,  double  balance- 
hop,  alternations. 

Glide-polka,  cut-hop,  al- 
ternations, double  bal- 
ance-hop. 

Glide  -  polka,  cut  -  hop, 
double  balance-hop,  ma- 
zurka, alternations. 

GAMES. 

Three  Deep.  Riderball. 
Jumping  Circle.  Rab- 
bits. 

Three  Deep.  Riderball. 
Jumping  Circle.  Rab- 
bits. 

Three  Deep.  Riderball. 
Jumping  Circle.  Rab- 
bits. 

TRACK  AND  FIELD.  [|  Running  Broad  Jump. 

Running  Broad  Jump. 

Running  Broad  Jump. 

APPARATUS.                 II  High  Horizontal   Ladder. 

High   Horizontal   Ladder. 

High   Horizontal   Ladder. 

ASSIGNMENT  3 


TACTICS. 

Squads  left  about,  also 
right  about.  About 
face. 

Marching  by  the  flank. 
Backstep. 

Marking  time  and  march- 
ing forward  or  back- 
ward. 

FREE  EXERCISES.      ||Free  exercises.                      1  Free  exercises. 

Dumbbell  exercises. 

MARCHING  STEPS.    II  Common    step    with    arm 
II      exercises. 

Arm  exercises  while 
marching. 

Arm  exercises  while 
marching. 

DANCING  STEPS. 

Polka,  cut-hop,  swing- 
hop.  Double  balance- 
hop,  three-step,  ma- 
zurka, alternations. 

Glide-polka,  double  bal- 
ance-hop, three  -  step, 
mazurka,  alternations. 

Glide-polka,  double  bal- 
ance-hop, three  -  step, 
mazurka,  alternations. 

GAMES.                         HDodgeball   in    Circle. 
II      Double   Dodgeball. 

Double  Dodgeball. 

Progressive  Dodgeball. 

TRACK  AND  FIELD. 

Running  Hop,  Step  and 
Jump. 

Running  Hop,  Step  and 
Jump. 

Running  Hop,  Step  and 
Jump. 

APPARATUS. 


Balance  Beam.     Climbing    Balance  Beam.     Climbing 
Ropes.  Ropes. 


Balance  Beam.     Climbing 
Ropes. 


FOB  JUNIOR  HIGH  SCHOOLS 

GYMNASIUM  ROSTER 
FIRST  TERM— ASSIGNMENTS  4,  5,  6 

ASSIGNMENT  4 


33 


SEVENTH  GRADE 

EIGHTH  GRADE 

NINTH  GRADE 

TACTICS. 

Left  half-face,  right  half. 
Half-step. 

Half-face.      To   the    rear. 
Forming  left,  also  right. 

March  to  the  rear.    Form- 
ing. 

FEES  EXERCISES. 

Dumhbell  exercises. 

Wand  exercises. 

Dumbbell  exercises. 

MARCHING  STEPS. 

Alternation  of  common 
step  with  leg  exercises. 

Alternate    marching    and 
leg  exercises. 

Alternate    marching    and 
leg  exercises. 

DANCING  STEPS. 

Schottische,  three  -  step 
turn,  balance-  step,  al- 
ternations. 

Schottische,      swing  -  hop, 
alternations,      balance- 
step. 

Schottische,      swing  -  hop, 
double  balance-hop,   al- 
ternations. 

GAMES. 

Day  or  Night.  Goal 
Throw.  Prisoners' 
Base. 

Prisoners'      Base.       Goal 
Throw. 

Prisoners'      Base.       Goal 
Throw. 

TRACK  AND  FIELD.  ||  Running  High  Jump. 

Running  High  Jump. 

Running  High  Jump. 

APPARATUS.  ||Low  Horizontal  Ladder.     |  Low  Horizontal  Ladder,     j  Low  Horizontal  Ladder. 

ASSIGNMENT  5 


TACTICS. 


Marching    by    the    flank. 
Back-step. 


Marching    by    the    flank. 
To  the  rear.     Forming. 


Mark      time,      face      and 
march  forward. 


FREE  EXERCISES.         Dumbbell  exercises. 


Wand  exercises. 


Wand  exercises. 


MARCHING  STEPS. 

Common  step  with  arm 
exercises. 

Arm  exercises  while 
marching. 

Arm  exercises  while 
marching,  alternations. 

DANCING  STEPS. 

Schottische,  swing  -  hop, 
triple  balance-hop,  bal- 
ance step,  curtsy,  alter- 
nations. 

Glide  -  polka,  Schottische, 
triple  balance-hop,  cross 
balance,  alternations. 

Glide  -  polka,  Schottische, 
triple  balance-hop,  cross 
balance,  alternations. 

GAMES.                        ||  Captain  Ball. 

Volleyball.     Basketball. 

Volleyball.     Basketball. 

TRACK  AND  FIELD. 

Short   Sprints. 

Short   Sprints. 

Short   Sprints. 

APPARATUS. 

Stallbars.  High  Hori- 
zontal Ladder. 

Stallbars.  High  Hori- 
zontal Ladder. 

Stallbars.  High  Hori- 
zontal Ladder. 

ASSIGNMENT  6 


TACTICS.                      ||  Review. 

Matching  and  facing. 

Facing  and  marching. 

FREE  EXERCISES.      ||  Dumbbell  exercises. 

Wand  exercises. 

Wand  exercises. 

MARCHING  STEPS. 

Alternation  of  marching 
in  common  and  quick 
time. 

Alternation  of  common 
and  quick  step,  also 
running. 

Alternation  of  marching 
in  common  and  quick- 
step. 

DANCING  STEPS. 

Polka,  cut-hop,  swing-hop 
alternations.  Triple  bal- 
ance-hop turn. 

Glide  -  polka,  cut  -  hop, 
swing-hop  in  a  square. 
Balance-step,  curtsy. 

Glide  -  polka,  cut  -  hop, 
Schottische,  triple  bal- 
ance-hop, cross  balance- 
step,  alternations. 

GAMES. 

Poison.     Indoor  Baseball. 

[ndoor  Baseball.  Pinball. 
Basketball. 

[ndoor  Baseball.  Pinball. 
Basketball. 

TRACK  AND  FIELD.  1  1  Basketball  Far  Throw. 

Basketball  Far  Throw. 

Basketball  Far  Throw. 

APPARATUS. 

Balance  Beam.  Low 
Horizontal  Ladder. 

Balance  Beam.  Low 
Horizontal  Ladder. 

Balance  Beam.  Low 
Horizontal  Ladder. 

34 


EDUCATIONAL  GYMNASTICS 

GYMNASIUM  EOSTER 
SECOND  TEEM— ASSIGNMENTS  7,  8,  0 

ASSIGNMENT  7 


SEVENTH  GRADE 

EIGHTH  GRADE 

NINTH  GRADE 

TACTICS. 

Fall  in.  Dress,  count  off. 
Squads  left.  Change 
step. 

Fall  in.  Dress.  Count 
off.  While  marking 
time,  squads  left. 

Fall  in.  Dress.  Count 
off.  While  marching 
forward,  squads  left. 

FREE  EXERCISES. 

Wand  exercises. 

Club  swinging. 

Club  swinging:. 

MARCHING  STEPS. 

Alternation  of  running 
and  marching. 

Alternation  of  common 
and  quick  step. 

Alternation  of  common 
and  quick  step.  Arm  ex- 
ercises while  marching. 

DANCING  STEPS. 

Cut,  cut-hop,  glides,  al- 
ternated with  march- 
ing. Mazurka. 

Cut  sideward,  cut-hop, 
swing-hop,  mazurka,  al- 
ternations. 

Cut-hop,  leaping-step,  ma- 
zurka, three-step,  alter- 
nations. 

GAMES. 

Passball  Relay  with  En- 
circling. 

Passball  Variations.  Bas- 
ketball. 

Passball  Variations.  Bas- 
ketball. 

TRACK  AND  FIELD. 

Triple  Standing  Broad 
Jump. 

Triple  Standing  Broad 
Jump. 

Triple  Standing  Broad 
Jump. 

APPARATUS.               Ustallbars. 

Stallbars. 

ASSIGNMENT  8 


TACTICS. 

Squads    left    about,    also 
right      about.       About 
face;  also  left  about. 

While  marking  time, 
squads  left;  also  right. 
About  face. 

While  marching  forward, 
squads  left  about.  To 
the  rear. 

FREE  EXERCISES. 

Wand  exercises. 

Club  swinging. 

Club  swinging. 

MARCHING  STEPS. 

Marching  with  arm  exer- 
cises.     Alternation     of 
common  and  knee-rais- 
ing steps. 

Alternation  of  common 
and  leg-raising  steps. 
Arm  exercises  while 
marching. 

Alternation  of  common 
and  leg-raising  steps. 
Arm  exercises  while 
marching. 

DANCING  STEPS. 

Polka,  glides,  double  bal- 
ance-hop.    Mazurka  in 
alternation. 

Glide  -  polka,  cut  -  hop, 
double  balance-hop,  ma- 
zurka, alternations. 

Glide  -  polka,  cut  -  hop, 
double  balance-hop,  ma- 
zurka, alternations. 

GAMES. 

Three     Deep.      Riderball. 
Jumping    Circle.     Rab- 
bits. 

Three  Deep.  Riderball. 
Jumping  Circle.  Rab- 
bits. 

Three  Deep.  Riderball. 
Jumping  Circle.  Rab- 
bits. Basketball. 

TRACK  AND  FIELD. 

Running  Broad  Jump.        |  Running  Broad  Jump. 

Running  Broad  Jump. 

APPARATUS. 

High   Horizontal   Ladder. 

Hi  eh  Horizontal  Ladder. 

ASSIGNMENT  9 


TACTICS. 

Marching  by  the  flank. 
Backstop. 

Alternation  of  marching 
and  facing. 

While  marching  forward, 
face  and  a  definite 
number  of  steps  for- 
ward. 

FREE  EXERCISES. 

Wand  exercises. 

Club  swinging. 

Club  swinging. 

MARCHING  STEPS. 

Marching  with  arm  ex- 
ercises. 

Arm  exercises  while 
marching. 

Arm  exercises  while 
marching. 

DANCING  STEPS. 

Polka-hop,  cut-hop,  alter- 
nations. Double  bal- 
ance -  hop,  three  -  step, 
mazurka. 

Glide  -  polka,  swing  -  hop, 
double  balance-hop,  ma- 
zurka, alternations. 

Glide-polka,  double  bal- 
ance -  hop,  mazurka, 
jumping,  alternations. 

GAMES. 


|Dodgeball    in    Circle. 
Double  Dodgeball. 


Captain  Dodgeball. 


Progressive        Dodgeball. 
Basketball. 


TRACK  AND  FIELD. 

Running  Hop, 
Jump. 

Step  and 

Running  Hop, 
Jump. 

Step  and 

Running  Hop, 
Jump. 

Step   and 

APPARATUS. 

Balance  Beam. 
Ropes. 

Climbing 

Balance  Beam. 
Ropes. 

Climbing 

Balance  Beam. 
Ropes. 

Climbing 

FOR  JUNIOR  HIGH  SCHOOLS 
GYMNASIUM  ROSTER 

SECOND  TERM— ASSIGNMENTS  10,  11,  12 
ASSIGNMENT  10 


35 


SEVENTH  GRADE 

EIGHTH  GRADE 

NINTH  GRADE 

TACTICS. 

Left  half,  right  half-face. 
To  the  rear.  Forming 
left  and  right. 

While  marking  time,  to 
the  rear  march.  Form- 
ing. 

School  tactics  :  quarter- 
wheel,  forming,  facing. 

FREE  EXERCISES.      ||\Vand  exercises. 

Club  swinging. 

Club  swinging. 

MARCHING  STEPS. 

Alternations  of  marching 
and  running. 

Alternation  of  common 
step  with  leg  exercises. 

Alternation  of  common 
step  with  leg  exercises. 
Arm  exercises. 

DANCING  STEPS. 

Schottische,  swing  -  hop, 
balance  -  step,  alterna- 
tions. 

Schottische,  balance-step, 
alternations. 

Schottische,  swing  -  hop, 
balance  step,  double 
balance  -  hop,  alterna- 
tions. 

GAMES.                          Endball.       Indoor    Base- 
II     ball. 

Endball.  Indoor  Base- 
ball. 

Endball.  Indoor  Base- 
ball. 

TRACK  AND  FIELD.   [[Running  High  Jump.         |  Running  High  Jump.         |  Running  High  Jump. 
APPARATUS. ||Low  Horizontal  Ladder.     |  Low  Horizontal  Ladder.     |  Low  Horizontal  Ladder. 

ASSIGNMENT  11 


TACTICS. 


Facing  while  marching. 


Marking  time,  facing  and    School  tactics:  half -wheel, 
marching  forward.  facing. 


FREE  EXERCISES. 


'Wand  exercises. 


|  Club  swinging. 


|  Club 


swinging. 


MARCHING  STEPS. 

Arm  exercises  while 
marching. 

Arm  exercises  while 
marching. 

Arm  exercises  while 
marching.  Alternation 
of  marching  and  leg 
exercises. 

DANCING  STEPS. 

Schottische,  swing  -  hop, 
triple  balance  hop,  al- 
ternated with  running. 

Glide  -  polka,  Schottische, 
triple  balance-hop-turn, 
cross  balance-step,  al- 
ternations. 

Glide  -  polka,  Schottische, 
swing-hop,  balance-hop, 
alternations. 

GAMES. 

Volleyball.  Indoor  Base- 
ball. 

Volleyball.  Indoor  Base- 
ball. 

Volleyball.  Indoor  Base- 
ball. 

TRACK  AND  FIELD.  ||  Short  Sprints. 

Short   Sprints. 

Short   Sprints. 

APPARATUS.                1]  Stallbars.        High     Hori- 
||      zontal  Ladder. 

Stallbars.  High  Hori- 
zontal Ladder. 

Stallbars.  High  Hori- 
zontal Ladder. 

ASSIGNMENT  12 


TACTICS. 


Facing  ai\d  marching.  Facing  and  marching. 


School   tactics :    marching 
and  wheeling. 


FREE  EXERCISES. 


1 1  Wand 


|  Club  swinging. 


Club  swinging. 


MARCHING  STEPS. 

Alternation  of  marching 
and  leg  exercises. 

Alternation  of  common 
and  quick  step,  run- 
ning. 

Alternation  of  common 
and  quick-step.  Leg 
exercises. 

DANCING  STEPS. 

Polka,  cut-hop,  triple  bal- 
ance-hop-turn, balance- 
step,  alternations. 

Glide  -  polka,  cut  -  hop, 
Schottische  in  a  square, 
cross  balance  -  step, 
curtsy. 

Glide  -  polka,  cut  -  hop, 
Schottische,  triple  bal- 
ance-hop, balance  step, 
alternations. 

GAMES. 

Indoor  Baseball.  Foot 
Baseball.  Pinball. 

Indoor  Baseball.  Foot 
Baseball.  Pinball. 

Indoor  Baseball.  Foot 
Baseball.  Pinball. 

TRACK  AND  FIELD.  ||  Basketball  Far  Throw. 

Basketball  Far  Throw. 

Basketball  Far  Throw. 

APPARATUS.                II  Balance  Beam.  Low  Hori- 
||      zontal  Ladder. 

Balance  Beam.  Low  Hori- 
zontal Ladder. 

Balance  Beam.  Low  Hori- 
zontal Ladder. 

36  EDUCATIONAL  GYMNASTICS 

CHART  SHOWING  AIMS  IN  TRACK  AND  FIELD  EVENTS  BY  AGES  AND  SEX 
First  Line,  Average  Performances;  Second  Line,  Good  Performances 


RUNNING  50  YARDS   (In  Seconds  and  Tenths) 

Years       8             9          10         11         12         13  14         15  16          17          18 

Girls 9.4        9.2        8.8        8.6  8.4        8.4  8.4        8.2 

9.0        8.8        8.4        8.2  8.0        8.0  7.8        7.6      

Boys 9.0        8.8        8.4        8.2  8.0        7.8  7.6        7.4 

8.8  8.6        8.2        8.0  7.6        7.6  7.2        7.0      

RUNNING  60  YARDS    (In  Seconds  and  Tenths) 

Girls 12.6      12.4      11.6      11.0  10.8      10.8  10.8      11.0      

10.0        9.8        9.2        9.0  8.6        8.2  8.6        9.4      

Boys 11.8      11.4      10.8      10.4  10.0        9.8  9.4        9.0      

9.4        9.2        9.0        8.8  8.2        8.0  7.6        7.6      

RUNNING  75  YARDS    (In  Seconds  and  Tenths) 

Girls ! 15.4      14.6      14.2      13.8  13.6      13.4  14.0      14.4      

12.4      11.0      10.4      10.2  10.2      10.4  11.0      11.8      

Boys 14.1      13.6      13.2      12.6  12.2      11.8  11.4      11.0      

11.6      10.8        9.8        9.8  9.6        8.8  8.4        8.0      

RUNNING  100  YARDS   (In  Seconds  and  Tenths) 

Girls 19.2      18.6      17.2      16.8  16.6      16.4  16.2      16.2      

18.0      16.8      15.8      15.6  15.6      15.4  15.4      15.2       

Boys 19.2      18.6      17.2      16.2  15.4      15.0  14.2      13.4      

18.0      16.8      15.8      15.2  15.0      14.4  13.6      13.0      

STANDING  BROAD  JUMP  (In  Feet  and  Inches) 

Girls 3.0        3.1        3.3        3.6  8.8        3.10  4.0        4.1      

4.4        4.6        4.9        5.0  5.3        5.6  6.0        6.0      

Boys 3.4        3.8        4.0        4.3  4.6        4.9  5.2        5.5      

4.4        4.10      5.4        5.10      6.3        6.6  6.10      7.4      

RUNNING  BROAD  JUMP  (In  Feet  and  Inches) 

Girls 5.5        5.6        5.10      6.6  7.2        8.0  9.0        9.0 

6.0        6.2        6.8        7.8  8.4        9.0  10.8      11.8      

Boys 6.0        6.6        7.0        8.3  9.6      11.4  12.6      13.5      

6.9  7.0        7.6        9.1  10.8      12.2  13.5      14.7 

TRIPLE  STANDING  BROAD  JUMP   (In  Feet  and  Inches) 

Girls 10.4      10.6      10.1012.1  12.5      12.9  13.0      13.10 

12.0      12.6      14.2      14.8  15.8      17.0  17.0      17.7      

Boys 12.0      12.3      13.0      14.0  14.6      15.1  16.4      18.1      

14.3      14.8      15.9      16.9  18.7      19.0  20.7      22.4      

RUNNING  HOP,   STEP  AND  JUMP    (In  Feet  and  Inches) 

Girls    (10-foot  start) 9.2      11.6      13.8      14.6  15.5      15.6  16.4      16.6      1 

11.0      13.9      17.0      18.8  21.4      21.0  21.2      20.0      

Boys   (unlimited  run) 10.0      13.0      16.4      18.0  18.8      19.9  21.7      23.0      

12.6      15.5      20.5      23.0  24.5      26.0  29.0     29.5      , 


RUNNING  HIGH  JUMP  (In  Feet  and  Inches) 

Girls 2.2        2.5        2.8        2.9        2.10      3.2        2.11      2.9  

2.6        2.8        2.10      3.0        3.2        3.3        3.1        3.1  ... 

Boys 2.2        2.5        2.8        2.11      3.1        3.4        3.6        3.9  ... 

2.8        2.10      3.2        3.4        3.6        3.9        4.2        4.5  ... 

BASKETBALL  OVERHEAD  FAR  THROW  (In  Feet  and  Inches) 

Girls 12.2      13.8      15.5      17.7      19.4      21.3      22.2      23.4  ... 

17.0      20.0      25.0      28.0      31.0      35.0      35.0      36.0  .  .  . 

Boys 14.4      16.2      18.2      20.3      23.3      24.1      26.7      29.1  ... 

19.0      22.0     26.0      30.0      35.6      37.0     37.6      39.0  ... 

BASKETBALL  ROUND  ARM  FAR  THROW  (In  Feet  and  Inches) 

Girls  (one  step  permitted)  .  .  13.4  15.1  17.0  19.3  22.2  25.4  27.8  30.0  .  .  . 

25.0  31.0  36.0  38.0  42.0  53.0  55.0  57.0  

Boys  (one  step  permitted)  .  .  18.5  22.3  25.6  28.7  32.9  36.9  41.5  46.8  .  .  . 

36.0     44.0     47.0      53.0      60.0      70.0      73.0      73.0  .  .  . 

INDOOR  BASEBALL  FAR  THROW  (In  Feet  and  Inches) 

Girls    (unlimited  run)  .  .       .  .  23.0     25.9      30.6      35.0     43.0     48.9      53.0      53.5  .  .  . 

45.0      56.0      60.0      68.0      80.0      87.0  106.0   102.0  

Boys   (unlimited  run) 37.7     47.4      57.2      67.0      77.2      88.0   102.1   108.1  .  .  . 

71.0      86.0   104.0   113.0   120.0   141.0   151.0   187.0  .  .  . 


FOR  JUNIOR  HIGH  SCHOOLS 
GYMNASTIC  POSITIONS 


37 


Figure  1 

(a)  Lower  arms  downward. 

(b)  Bend  trunk  fore-downward. 
In  a  fore-downward  bending  the 

spine  Is  bent. 


Figure  2 

(a)  Place  hands  on  hips. 

(b)  Lower  trunk    Vorward. 

In  a  trunk  lowering  the  back  Is 
flat,  and  the  head  is  In  line  with 
the  trunk. 


Figure  3 

(a)  Place  hands  on  hips. 

(b)  Bend  upper  trunk  backward. 
In  a  bending  of  the  upper  trunk 

there  is  no  bending  at  the  hips. 


Figure  4 

(a)  Place  hands  on  hips. 

(b)  Bend   trunk   backward. 
This  bending   is  In  the  upper  as 

well  as  in  the  lower  spine. 


38 


EDUCATIONAL  GYMNASTICS 
GYMNASTIC  POSITIONS 


Figure  5 

(a)  Raise   arms   either   fore-up- 
ward or  side-upward. 

(b)  Bend  trunk  left  (sideward). 


Figure  6 

[a)  Place  hands  on  shoulders. 

(b)  Bend  trunk   left   (sideward). 
In    placing    hands    on    shoulders 

the  elbows  are  directed  sideward. 


Figure  7 

(a)  Place  hands  on  hips. 

(b)  Bend   knees   (deep  bend). 

In  a  knee-bending  the  heels  are 
raised  from  the  ground.  The 
trunk  Is  upright. 


Figure  8 

(a)  Place   hands  on   hips. 

(b)  Raise   left   knee  forward. 
The    knee    also    may    be    raised 

fore-upward  until  it  nearly  touches 
the  chest. 


FOR  JUNIOR  HIGH  SCHOOLS 
GYMNASTIC  POSITIONS 


39 


Figure  9 

(a)  Bend  arms  upward. 

In  bending  the  arms  upward  the 
upper  arm  and  forearm  are  in  line 
with  the  trunk. 

(b)  Stride  left  sideward. 

In  a  stride  the  foot  is  placed  flat 
upon  the  ground. 


Figure  10 

(a)  Raise  hands  In  front  of  chest. 
This  corresponds  to  "arms  for- 
ward bend." 

(b)  Turn  trunk  left. 

(c)  Stride   left  forward. 


Figure  11 

(a)  Hands   clinched,   raise   arms 
either     fore-upward     or     side-up- 
ward. 

(b)  Place  left  foot  backward. 

In  a  foot-placing  the  weight  of 
the  body  remains  upon  the  sta- 
tionary leg.  The  toes  of  the  other 
leg  touch  the  ground. 


Figure  12 

(a)  Place   hands   behind    neck. 
In  placing  the  hands  behind  the 

neck  the  finger  tips  just  touch. 
The  elbows  are  pressed  directly 
sideward. 

(b)  Raise    left    leg    sideward. 


40 


EDUCATIONAL  GYMNASTICS 
GYMNASTIC  POSITIONS 


Figure  13 

(a)  Bend  arms  to  thrust. 

In  bending  the  arms  to  thrust 
the  upper  arm  and  lower  arm  are 
vertical  and  in  line  with  the 
trunk. 

(b)  Lunge    left   forward. 


Figure  14 

(a)  Bend     arms     overhead     to 
strike. 

In  bending  the  arms  to  strike 
the  hands  are  clinched,  knuckles 
turned  backward. 

(b)  Lunge   left  sideward. 

In  a  lunge  the  knee  must  be  at 
least  in  line  with  the  toes. 


Figure  15 

(a)  Bend  arms  to  strike. 

(b)  Lunge  left  sideward. 

(c)  Bend  trunk  right. 


Figure  16 

(a)  Place  hands  on  hips. 

(b)  Lunge  left  forward. 

(c)  Slightly  lower  trunk  forward, 
(b  and  c)    Fall-out  left  forward. 
If   the   trunk    lowering    and    the 

lunge  take  place  at  the  same  time 
the  movement  is  called  a  ','fall- 
out." 


FOR  JUNIOR  HIGH  SCHOOLS 
GYMNASTIC  POSITIONS 


41 


Figure  17 

(a)  An    exaggerated    funda- 
mental  position. 

(b)  Carry  wand. 


Figure  18 

(a)  Wand  low  In  front.  The 
wand  is  firmly  grasped  near 
the  ends. 

This  is  the  usual  starting 
position  for  most  wand  exer- 
cises. 


Figure  19 

(a)   Arms  bent  to  thrust. 

The  elbows  are  pressed 
downward  as  far  as  possible. 
The  chest  is  held  high. 


Figure  20 

(a)  Thrust  (or  raise)  left  up- 
ward and  right  sideward. 

The  arms  must  be  well 
straightened.  The  hands  always 
should  retain  a  vigorous  grip 
upon  the  wand. 


42 


EDUCATIONAL  GYMNASTICS 
GYMNASTIC  POSITIONS 


Figure  21 

(a)  Wand  left  upward. 

The  left  arm  is  extended  di- 
rectly upward  as  high  as  it 
will  go.  The  right  hand  is  in 
front  of  the  left  shoulder. 


Figure  22 

(a)  Wand  left  forward. 

The  left  arm  is  raised  di- 
rectly forward.  The  right 
hand  is  in  front  of  the  left 
shoulder. 


Figure  23 

(a)  Wand  left  downward  on 
hip. 

The  wand  is  held  vertically 
at  the  left  side.  Both  hands 
retain  a  vigorous  grip. 


Figure  24 

(a)  Stride    left    forward. 

(b)  Turn    trunk    left. 

(c)  Thrust     (or     raise)      left 
down  and  right  upward.     Both 
hands    retain    a    vigorous    grip. 


FOE  JUNIOE  HIGH  SCHOOLS 
GYMNASTIC  POSITIONS 


43 


Figure  25 

(a)   Clubs  up. 

This  is  the  usual  starting  posi- 
tion for  club  swinging.  The  arms 
are  free  from  the  body.  The 
chest  is  held  high. 


Figure  26 

(a)  Arms  sideward,  clubs  tipped 
on  the  forearms. 


Figure  27 


(a)  Stride   left  forward. 

(b)  Swing  clubs  fore-upward 
sid 


or  side-upward. 


Figure  28 

Rhythmic  steps. 

(a)  Hands  at  waist. 

(b)  Leg  position  during  balance- 
hop  right. 


44 


EDUCATIONAL  GYMNASTICS 
GYMNASTIC  POSITIONS 


Figure  29 

Rhythmic  steps. 

(a)  Right   arm    sideward,    wave 
left  forward. 

(b)  Place     left     foot     forward 
(point). 

(c)  Bend  trunk  left. 


Figure  30 

(a)  Left    arm    sideward,    wave 
right  forward. 

(b)  Leg    position   during   swing- 
hop  left. 


Figure  31 

(a)  Hands  at  waist. 

(b)  Leg    position    during    curtsy 
left. 


Figure  32 

(a)  Left    arm    sideward,    wave 
right  forward. 

(b)  Curtsy  left. 

(c)  Bend   trunk   left. 


FOR  JUNIOR  HIGH  SCHOOLS  45 


PART  III 

ASSIGNED    WORK    ARRANGED    IN    THE    FORM    OF 
TYPICAL  LESSONS 


The  following  viewpoints  have  guided  the  arrangement  of  the 
physical  training  material  in  the  following  twelve  groups  of  work 
for  each  school  year. 

1.  The  work  for  each  school  year  is  divided  into  two  parts 
(first  and  second  term),  each  part  being  the  assigned  work  for  a 
half  year  (see  instruction  material  on  pages  21  to  31). 

2.  Each  half  year's  work  is  divided  into  six  assignments. 

3.  Each  assignment  is  arranged  in  the  form  of  a  typical  les- 
son.   The  material  included  in  any  one  assignment  is  sufficient  for 
at  least  two  weeks'  work;  i.  e,.,  four  to  six  lessons. 

4.  In  preparing  the  first  lesson  of  an  assignment,  the  teacher 
should  arrange  the  work  in  the  following  order :    1.  Tactics ;  2.  Run- 
ning and  Steps;  3.  Free  Exercises;  4.  Track  and  Field  Work,  or 
Apparatus  Work  or  Games,  and  take  as  much  from  each  type  of 
work  as  can  be  taught  in  one  lesson.    During  the  next  lesson  there 
should  be  a  review  of  part  of  this  work  with  an  addition  of  new 
material  from  the  assignment.    If  this  plan  is  followed,  there  will 
be  no  difficulty  in  mastering  all  the  work  assigned  to  each  term. 

5.  The  last  few  minutes  of  every  lesson  should  be  devoted  to 
a  type  of  work  that  brings  every  one  simultaneously  into  vigorous 
action,  and  that  is  of  such  nature  that  every  pupil  enjoys  it. 

6.  The  assignments  are  as  follows: 

First  Term 

September,  Assignment  I. 

October,  Assignment  II  and  Assignment  III. 

November,  Assignment  IV  and  Assignment  V. 

December,  Assignment  VI. 

January,  Review  and  Tests. 

Second  Term 

February,  Assignment  VII. 

March,  Assignment  VIII  and  Assignment  IX. 

April,  Assignment  X  and  Assignment  XI. 

May,  Assignment  XII. 

June,  Review  and  Tests. 


46  EDUCATIONAL  GYMNASTICS 


FIRST  YEAR— FIRST  TERM 
ASSIGNMENT  I 

(Arranged  in  Form  of  a  Lesson) 
I.     TACTICS  (ABOUT  5  MINUTES) 

1.  Fall — In.    (See  definitions,  page  17,  as  to  the  execution  of 
these  movements). 

2.  Right — Dress.    Front. 

3.  Facing.    Right — Face.    Left — Face. 

4.  Count  off  by  fours — Count.     (Always  to  be  executed  from 
the  right  to  left,  unless  specially  commanded  from  left  to  right.) 

5.  Squads  right — March. 

6.  Forward — March.     This  marching  to  be  in  flank  forma- 
tion.   Arms  swing  freely. 

II.     KUNNING.    EHYTHMIC  STEPS  (10  TO  12  MINUTES) 
A.    Marching  Steps 

The  pupils  are  again  standing  in  a  double  rank  (like  in  "Fall 
in"). 

1.  Right — Face.      Running,    forward — Run.      (This    corre- 
sponds to  double  time,  180  steps  per  minute,  length  of  steps  for 
men  36  inches).    In  this  formation,  the  class  runs  about  1  minute. 

2.  Common  step — March.     (135  steps  per  minute).    Kepeat 
this  alternation  of  running  and  marching  several  times. 

3.  Leaders  mark  time,  class  in  close  order.     Left — Face. 
Attention — Halt. 

B.    Dancing  Steps 

1.  Count  off  by  fours — Count. 

2.  Squads  right — March.     Rear  rank  one  step  backward- 
March. 

3.  Open  ranks  to  the  left,  full  distance,  sideward — March. 
(This  corresponds  to  the  taking  of  intervals). 

(a)  1.  Cut  backward.  Execution:  Kaise  left  leg  forward 
(1) ;  cut  backward  (displacing  right  leg)  (2) ; 
raise  the  right  leg  forward  (3) ;  cut  backward 
(4).  Later  the  cut  immediately  follows  the  leg- 
swing.  The  movement  then  has  only  two  counts. 


FOR  JUNIOR  HIGH  SCHOOLS  47 

2.  As  1,  but  cut-hop  (1-2;  3-4).  ' 

3.  Alternate  eight  glides  forward  (four  left  and  four 

right)  (1-8)  with  four  cut-hops  (9-16). 

4.  As  3,  but  glide  obliquely  forward  left  and  right. 

5.  As  3,  but  eight  vigorous  marching  steps  instead  of 

cut-hops, 
(b)  1.     Mazurka-hop  obliquely  forward  left  (1-3). 

2.  The  same  right. 

3.  Three  mazurka-hops  obliquely  left  forward  (1-9)  and 

a  three-step  (10-12),  repeat  right  (13-24). 

4.  Alternate  two  mazurka-hops  with  six  running  steps 

(1-6;  7-12). 


III.     FKEE  EXERCISES  (6  TO  8  MINUTES) 
The  class  remains  in  open  column  formation. 

Unit  1.   A.   Arms  upward — Bend.     Alternately  straighten  arms 

upward  and  sideward  (1-2,  3-4). 

B.   Hands  on  hips — Place.    Alternately  and  quickly  raise 
left  and  right  knee  forward  (1-2). 

Unit  2.    A.   With  raising  arms  fore-upward,  bend  upper  trunk 

backward — 1;  return — 2. 

Bl.   Hands    on    hips — Place.      Bend    trunk    fore-down- 
ward— 1;  return  2. 

2.  Stride  left  forward  and  arms  to  thrust — Bend.    Bend 

left  knee  and  thrust  upward — 1 ;  lower  trunk  for- 
ward— 2;  reverse — 3;  return — 4. 
The  same  right. 

3.  Arms  to  thrust — Bend.    Thrust  upward  and  lunge  left 

forward — 1 ;  bend  arms  to  thrust  and  lower  trunk 
forward — 2 ;  reverse — 3 ;  return — 4. 
The  same  right. 

Unit  3.          Hands  in  rear — Grasp.    Raise  left  knee  forward — 1 ; 
straighten  leg  forward — 2 ;  reverse — 3 ;  return — 4. 
The  same  right. 

Breathing 

With  raising  arms  sideward  inhale  deeply.     Repeat  five  or 
six  times. 


48  EDUCATIONAL  GYMNASTICS 

IV.     TRACK  AND  FIELD  WORK  (10  TO  12  MINUTES) 

(For  the  year's  work  see  page  27) 

Standing  Broad  Jump 

The  class  remains  in  open  column  formation.  Get  four  jump- 
ing boards  and  place  one  in  front  of  each  file.  Place  a  mat  in  front 
of  the  board  at  a  distance  of  perhaps  four  feet.  Explain  to  the 
class  how  you  want  the  jump  performed,  that  the  toes  of  the  jump- 
ers are  to  extend  slightly  over  the  front  edge  of  the  board  (so  as 
to  prevent  slipping),  that  they  should  swing  their  arms  vigorously 
and  should  lean  well  forward  when  leaving  the  board,  etc.,  etc. 
Then  command: 

'1.     The  first  four  on  the  boards — March. 

Let  them  jump  ' '  as  they  will, ' '  or  command  ' '  Eeady — Jump. ' ' 
After  the  jump  they  stay  in  their  places  until  the  next  four  are  told 
to  get  ready.  When  these  jump,  the  first  four  pass  to  the  rear  of 
their  file  by  the  right  or  left  side.  Then  let  the  third  four  jump, 
then  the  fourth,  etc.,  until  all  have  jumped.  Insist  upon  order.  If 
you  have  order  it  will  be  possible  for  the  whole  class  to  have  many 
jumps.  At  times  put  all  the  best  jumpers  in  one  file,  the  next  best 
in  another  file,  and  so  on.  In  this  order  you  can  have  a  very 
spirited  competition  among  the  pupils  in  each  file. 

V.     A  GAME  (10  TO  12  MINUTES) 

(For  the  year's  work  see  page  27) 

Battleball 

As  the  standing  broad  jump  did  not  tax  the  strength  of  the 
pupils  very  much,  a  strenuous  game — " Battleball"  —shall  close  the 
lesson.  The  rules  of  the  game  are :  The  playfield  is  about  thirty 
by  sixty  feet,  a  center  line  dividing  the  field.  The  members  of  each 
team  are  divided  into  forwards  and  guards.  Six  or  more  clubs,  or 
other  suitable  objects,  are  placed  an  equal  distance  apart  on  the 
rear  line  of  each  field.  Each  club  is  guarded  by  a  player.  The 
object  of  the  game  is  to  knock  down  an  opponents'  club  with  a 
basketball,  or  to  throw  the  basketball  through  the  opposing  lines. 
When  a  club  is  knocked  down  the  attacking  side  scores  two  points ; 
when  the  ball  passes  through  the  opposing  line  (not  higher  than 
the  heads  of  the  players)  the  attacking  side  scores  one  point.  The 
ball  may  be  thrown  by  any  player  who  may  run  up  to  the  center 
line.  As  a  rule  it  is  wiser  to  let  the  forwards  do  the  throwing.  If 


FOR  JUNIOR  HIGH  SCHOOLS  49 

played  with  a  medicine  ball  or  with  two  basket  balls  the  game 
becomes  very  strenuous. 

After  playing  about  eight  or  ten  minutes  announce  the  score. 
Have  the  losers  salute  the  victors  and  dismiss  the  class. 

NOTE — Additional  assigned  work  for  this  period:  the  triple 
standing  broad  jump,  and  stallbars ;  see  the  year 's  apparatus  work 
on  page  29. 

ASSIGNMENT  II 
I.     TACTICS  (ABOUT  5  MINUTES) 

1.  Fall— In. 

2.  Right — Dress.    Front. 

3.  Right — Face.    Left — Face. 

4.  Count  off  by  fours — Count.    Squads  left — March. 

5.  Mark  time — March. 

6.  Forward — March.    Arms  swing  freely. 


II.    RUNNING.    RHYTHMIC  STEPS  (10  TO  12  MINUTES) 

Form  the  pupils  in  a  double  rank.  Upon  command  they  face 
right.  The  work  is  to  consist  of  an  alternation  of  running  and 
marching,  the  change  from  one  activity  to  the  other  taking  place 
upon  command. 

1.  Running,  forward — Run.     After  running  from  forty  to 
sixty  steps  command: 

2.  Common  step — March.     After  marching  from  forty  to 
sixty  steps  command: 

3.  Running,  forward — Run.    Alternate  this  for  about  three 
minutes. 

4.  Leaders  mark  time,  close  order,  left — Face.    Attention — 
Halt. 

5.  Count  off  by  fours,  squads  right — March.    Open  files  and 
open  ranks  as  in  the  previous  lesson. 

A.    Marching  Steps 

1.  Marching  in  common  step,  raising  arms  forward,  upward, 
and  lowering  forward  and  down,  a  movement  on  the  first  of  each 
four  counts.    Files  countermarch  left. 

2.  Alternate   eight  common  steps  with   eight  knee-raising 
steps. 


50  EDUCATIONAL  GYMNASTICS 

B.    Dancing  Steps 

(a)  1.    Alternate  polka-hop  left  and  right   (1-4)  with  four 

glides  left  forward  (5-8) ;  then  polka-hop  right 
and  left  (9-12)  with  four  glides  right  forward 
(13-16). 

2.  As  1,  but  obliquely  forward  left  and  right. 

3.  Cut-hop  left  from  front  to  rear  (1-2),  then  right  from 

rear  to  front  (3-4). 
The  same  beginning  right. 

4.  As  3,  repeated  twice  (1-8),  alternated  with  four  glides 

forward  left  and  four  right  (9-16). 
The  same  beginning  right. 

(b)  1.    Double  balance-hop  left  and  right  (1-3;  4-6). 

2.  As  1  (1-6),  alternated  with  three  glides  forward  left 

and  three  right  (7-12). 

3.  As  1,  alternated  with  six  running  steps  (1-6;  7-12). 

4.  Mazurka-hop  with  double  balance-hop  obliquely  for- 

ward left  (1-6)  and  right  (7-12). 

5.  As  4,  alternated  with  twelve  running  steps    (1-12; 

13-24). 

III.     FKEE  EXEKCISES  (6  TO  8  MINUTES) 

The  class  remains  in  open  column  formation. 
Unit  1.    A.   Arms  to  thrust — Bend.     Thrust  left  sideward  and 
right  forward — 1 ;  return — 2 ;  right  sideward  and 
left  forward — 3;  return — 4. 
B.   Hands  on  Jiips — Place.    Quickly  bend  and  straighten 

knees  (1-2). 
Unit  2.    A.   With  raising  arms  side  upward,  bend  upper  trunk 

backward — 1 ;  return — 2.     . 

Bl.    Bend  arms  to  thrust  and  stride  left  sideward — 1; 
thrust  upward  and  bend  trunk  right — 2;  reverse 
— 3;  return — 4. 
The  same  opposite. 

2.  Arms  to  thrust — Bend.    Thrust  sideward  and  lunge 

left  sideward — 1;  bend  the  arms  to  strike  and 
bend  trunk  right — 2 ;  reverse — 3 ;  return — 4. 
The  same  opposite. 

3.  Hands    on    hips  —  Place.     Bend    trunk    fore-down- 

ward— 1 ;  return — 2. 

4.  Stride   left   sideward   and   arms    to    thrust  —  Bend. 


FOR  JUNIOR  HIGH  SCHOOLS  51 

Thrust  upward — 1 ;  double  arm  circle  right  (i.  e., 
swing  both  arms  in  a  circle  first  right  sideward, 
then  down,  then  left  sideward,  then  up)  and  bend 
trunk  right — 2 ;  reverse — 3 ;  return — 4. 

The  same  opposite. 

Unit  3.  Hands  on  hips — Place.  Raise  left  knee  forward — 1; 
straighten  leg  left  sideward — 2;  reverse — 3;  re- 
turn— 4. 

The  same  right. 

Breathing 

With  raising  arms  side  upward  inhale  deeply ;  exhale.  Repeat 
about  six  times.  See  that  as  much  as  possible  of  residual  air  is 
expired  with  each  breath. 

IV.     TRACK  AND  FIELD  WORK  (10  TO  12  MINUTES) 
Running  Broad  Jump 

The  class  remains  in  open  column  formation. 

Place  a  board  and  a  mat  at  a  suitable  distance  in  front  of  each 
file.  Explain  to  the  class  how  you  want  the  jump  performed, 
about  the  run,  the  take-off,  the  flight  and  the  landing.  Caution  the 
pupils  against  dangerous  practices. 

1.  Upon  command  let  the  first  four  run  and  jump. 

2.  When  the  second  four  run,  the  first  four  return  and  take 
their  places  at  the  rear  of  the  files. 

3.  After  all  have  had  a  jump,  move  the  mats  about  a  foot 
farther  away  and  repeat  the  jump.    In  all  the  early  jumps  work 
for  "form,"  not  for  distance.    Have  the  class  perform  six  to  eight 
jumps. 

V.    A  GAME  (10  TO  12  MINUTES) 
Three  Deep 

To  form  the  class  quickly  command : 

1.  Break — Ranks.    Fall — In  (in  double  ranks). 

2.  Grasp  neighbors'  hands.    To  a  front  circle — March. 

3.  Release — Hands.    Six  steps  backivard — March.    The  class 
now  is  in  a  position  for  the  game,  standing  two  deep  (one  behind 
the  other).    Next  select  one  pair  as  a  runner  and  a  catcher. 


52  EDUCATIONAL  GYMNASTICS 

The  runner  runs  around  the  outside  of  the  circle  and  places 
himself  in  front  of  a  pair,  thereby  forming  a  rank  of  three,  "  three 
deep."  This  must  never  be.  The  last  one  of  these  three,  there- 
fore, runs  and  places  himself  in  front  of  some  other  pair,  again 
forming  three,  etc.  In  the  meantime  the  catcher  is  chasing  the 
runner,  trying  to  tag  him  before  he  places  himself  in  front  of  a 
pair.  As  soon  as  the  runner  is  tagged  he  becomes  the  chaser,  and 
the  former  catcher  is  the  runner.  The  game  then  continues.  In 
order  to  have  a  splendid  game,  note  the  following:  Do  not  allow 
any  running  through  the  circle ;  insist  that  the  players  always  run 
around  the  outside.  Do  not  allow  the  pla}ing  of  ' '  partners. ' '  En- 
courage short  runs  so  as  to  get  quick  changes.  If  some  players 
persist  in  running  around  the  circle  once  or  oftener,  put  them  in 
the  center  of  the  circle  to  watch  and  learn  how  the  game  ought  to 
be  played.  Do  not  allow  the  boys  to  indulge  in  hard  slapping. 

After  playing  from  eight  to  ten  minutes,  stop.  End  with  a 
short  individual  tug  of  war,  as  follows :  Partners  face  each  other 
and  grasp  right  hand.  Upon  command  each  tries  to  pull  his  op- 
ponent over  to  his  side — namely,  toward  the  center  of  the  circle, 
or  away  from  it.  Halt.  Announce  the  winners.  Dismiss  the 
class. 

NOTE — Additional  games  for  this  period:  Riderball  (for 
boys),  Jumping  Circle  and  Eabbits.  Apparatus  work  on  the 
high  horizontal  ladder. 


ASSIGNMENT  III 
I.     TACTICS 

1.  Eeview  the  tactics  of  the  preceding  lessons. 

2.  Count  off  ~by  fours.    Squads  left  about — March.    Squads 
right  about — March. 

3.  About — Face. 

4.  At  times  teach  "left  about"  face. 


II.     RUNNING.     RHYTHMIC  STEPS 

The  pupils  are  formed  in  a  double  rank. 

1.  Running.    In  place — Run.    After  running  forty  to  sixty 
steps  command: 

2.  In  place — March. 
Repeat  several  times. 


FOE  JUNIOR  HIGH  SCHOOLS  53 

A.    Marching  Steps 

1.     Right — Face. 

The  class  is  standing  in  a  column  of  twos. 

1.  March  in  quick  time. 

2.  March  in  common  time  with  a  two-movement  arm  exer- 
cise; e.  g.,  thrust  forward  (or  sideward),  a  movement  on  the  first 
of  every  four  counts. 

B.    Dancing  Steps 

(a)  1.     Alternate  two  polka-hops    (1-4)   with  two  cut-hops 

backward  left  and  right  (5-8). 

2.  Alternate  two  polka-hops  (1-4)  with  two  swing-hops 

(5-8). 

3.  Alternate   two    cut-hops   backward    (1-4)    with   two 

swing-hops  (5-8). 

4.  Later  add  a  vigorous  arm  raising  to  the  swing-hops. 

(b)  1.     Double  balance-hop  left  and  a  three-step  right  (1-3; 

4-6). 
The  same  beginning  right. 

2.  As  1,  alternated  with  six  running  steps  (1-6;  7-12). 

3.  Mazurka-hop  left  sideward  and  a  three-step  (1-3 ;  4-6), 

then  the  same  right  sideward  (7-9;  10-12). 

4.  As  3,  outward  and  inward;  i.  e.,  away  from  and  to- 

ward partner. 

III.     FREE  EXERCISES 

1.  Left— Face. 

2.  Count  off  by  fours — Count. 

3.  Squads  right — March. 

4.  Open  ranks  left  sideward — full  distance — March. 

5.  Rear  ranks  one  step  backward — March. 

Unit  1.    A.    Arms    to    thrust — Bend.     Thrust  left   upward   and 
right    downward — 1;    return — 2;    right    upward 
and  left  downward — 3;  return — 4. 
B.    Hands  on  hips — Place.    In  place — run. 

Unit  2.  Al.  Arms   to    thrust — Bend.     Bend  upper   trunk   back- 
ward— 1;  return — 2. 

2.  Arms  fore-upivard — Raise.  Bend  upper  trunk  back- 
ward and  slowly  bend  arms  to  thrust — 1;  re- 
turn—2. 


54  EDUCATIONAL  GYMNASTICS 

Bl.   Arms   to    thrust — Bend.     Lunge   left    forward   and 
thrust  upward — 1 ;  bend  trunk  backward — 2 ;  re- 
verse— 3 ;  return — -4. 
The  same  right. 

2.  Hands    on    hips — Place.      Bend    trunk    fore-down- 

ward— 1 ;  return — 2. 

3.  Left  fonvard — Lunge.      Bend  trunk  backward  and 

arms  to  thrust — Bend.     Thrust  alternately  up- 
ward and  sideward   (1-2;  3-4). 

Unit  3.  1.  Hands  on  hips — Place.  Straighten  arms  forward  and 
raise  heels — 1;  move  arms  sideward  and  bend 
knees — 2;  reverse — 3;  return — 4. 

2.    Arms  upward — Bend.     Raise  left  knee  forward — 1; 
straighten  left  leg  backward — 2 ;  straighten  arms 
upward — 3 ;  position — 4. 
The  same  right. 


Breathing 

Marching  in  common  step  inhaling  during  four  steps  and  ex- 
haling during  four  steps.  Later  accompany  this  with  raising 
arms  sideward. 


IV.     TRACK  AND  FIELD  WORK 
Running  Hop,  Step  and  Jump 

1.  Arrange  the  class  in  open  column  formation,  as  far  back 
as  possible,  so  as  to  have  room  for  a  good  run.    In  some  gym- 
nasiums or  yards  it  may  be  necessary  to  have  the  class  formed  in 
a  long  double  rank  at  the  side  of  the  room  or  yard.    In  this  case 
the  first  four  upon  command  step  from  the  ranks  and  take  their 
places  designated  for  the  start. 

2.  Explain  to  the  class  the  run,  the  take  off,  the  hop,  the  step, 
the  jump,  the  flight  and  the  landing. 

3.  Upon  command  let  the  first  four  execute  the  jump. 

4.  Upon  command  the  second  four  run  to  the  starting  places 
and  the  first  four  run  behind  the  class  to  their  places.    Work  for 
correct  execution,  not  for  distance. 

5.  After  all  have  had  several  jumps  have  a  designated  four 
replace  the  jumping  boards  and  mats. 


FOR  JUNIOR  HIGH  SCHOOLS  55 

V.     A  GAME 
Dodgeball  in  a  Circle 

In  case  the  pupils  are  divided  into  "  colors, "  command  one 
color  to  form  a  large  circle,  and  the  players  of  the  other  color  to 
take  their  places  within  the  circle.  Change  places  after  playing 
four  to  five  minutes.  See  that  there  is  spirited  playing,  and  that 
the  weaker  pupils  throw  as  often  as  the  stronger  ones.  Caution 
them  not  to  step  on  or  over  the  line. 

After  playing  eight  or  ten  minutes,  announce  the  winners. 
Then  have  the  losers  stand  in  a  long  rank,  with  the  winners  stand- 
ing in  rear  of  them.  Upon  command  the  losers  take  the  winners 
on  their  backs  and  parade  around  the  gymnasium.  Dismiss  the 
class. 

NOTE — Additional  work  assigned  for  this  period:  Balance 
beam,  climbing  ropes,  double  dodgeball. 


ASSIGNMENT  IV 
I.     TACTICS 

1.  Review  the  tactics  of  the  preceding  lessons. 

2.  Left  half— Face.    Eight  half— Face. 

3.  Half  step— March  (length  of  step  15  inches). 

II.     RUNNING.     RHYTHMIC  STEPS 

The  pupils  are  formed  in  a  double  rank. 

1.  Right — Face. 

2.  Running,  forward — Run.     Run  about  two  to  three  min- 
utes. 

3.  Common  step — March. 

A.    Marching  Steps 

The  class  is  arranged  in  a  column  of  twos. 

1.  Alternate  eight  common  steps  with  eight  leg-raising  steps. 

2.  Alternate  sixteen  steps  marching  on  toes  with  sixteen  run- 
ning steps. 

B.    Dancing  Steps 
(c)  1.     Schottische-step  forward  (1-4;  5-8). 


56  EDUCATIONAL  GYMNASTICS 

2.  Alternate    two     schottische-  steps     (1-8)     with    four 

swing-hops  (9-16). 

3.  Three-step  turn  left  and  right  sideward  (1-4;  5-8). 

4.  Alternate  two  schottische-steps  forward   (1-8)   with 

eight  leaps  forward  (9-16). 
Alternate  two  balance-steps  forward  (1-6)  with  two 

swing-hops  forward  (7-12). 
Eaise  arms  sideward.  Cross-balance-steps  forward 

with  arm  weaving  (1-3 ;  4-6). 


(d)  1. 
2. 


III.     DUMBBELL  EXERCISES 
Arrange  the  class  in  a  front  column  with  opened  ranks. 

Unit.    1.    A.    Arms    to    thrust — Bend.     Thrust    forward — 1;    re- 
turn— 2.    Kepeat  in  a  strong  vigorous  rhythm  as 
many  times  as  the  occasion  demands. 
Thrust  sideward;  upward;  downward  in  the   same 

manner. 

B.   Bells  on  hips — Place.   With  raising  knees,  in  place- 
run. 

Unit  2.    A.    With  raising  arms  sideward  and  placing  bells  behind 
neck,  bend  upper  trunk  backward — 1 ;  return — 2. 
Bl.    Left  forward — Stride.     Turn  trunk  left  and  bend 
arms  to  thrust — 1 ;  thrust  upward — 2 ;  reverse — 3 ; 
return — 4. 
The  same  right. 

2.  Stride  left  forward  and  raise  arms  fore-upward — 1; 

bend  trunk  left  and  place  bells  behind  neck — 2; 
reverse — 3;  return — 4. 
The  same  opposite. 

3.  Hands    on    hips — Place.      Bend    trunk    fore-down- 

ward— 1;  return — 2. 

4.  Left   forward — Stride.     Turn   trunk   left    and   bend 

arms  to  thrust — 1 ;  thrust  upward — 2 ;  reverse — 3 ; 
return — 4. 
The  same  opposite. 

Unit  3.     1.   Bells  on  hips — Place.     Eaise  left  leg  sideward — 1; 

move  it  backward — 2 ;  reverse — 3 ;  return — 4. 
The  same  right. 

2.    With   raising   arms   fore-upward,    rise    on    toes — 1; 
bend  knees — 2;  reverse — 3;  return — 4. 


FOR  JUNIOR  HIGH  SCHOOLS  57 

Breathing 

Marching,  raising  arms  side  upward,  inhaling  during  six  steps 
and  exhaling  during  six  steps. 

IV.     TKACK  AND  FIELD  WOKK 
Running  High  Jump 

1.  Quickly  arrange  the  class  in  an  open  column  formation. 
Place  a  set  of  jumping  standards  and  a  mat  in  front  of  each  file. 
Explain  to  the  pupils  the  run,  the  take  off,  the  flight  and  the 
landing. 

2.  Upon  command,  the  first  four  take  their  positions,  and 
upon  a  further  command  they  run  and  jump. 

3.  The  next  four  then  take  their  places  while  the  first  run 
along  their  file  and  form  at  the  rear. 

Work  for  correct  form.  After  all  have  had  six  to  eight  jumps 
stop  and  remove  the  standards. 

V.    A  GAME 
Day  or  Night 

Separate  the  class  into  two  divisions.  These  face  each  other, 
at  two  steps  distance.  One  party  is  named  Day,  the  other  Night. 
Take  a  coin  or  a  flat  piece  of  wood,  designate  one  side  of  the  coin 
or  wood  as  Day,  the  other  as  Night.  Toss  the  coin  up.  Imme- 
diately after  it  has  fallen  call  out  the  side  on  top.  Should  this  be 
Day,  this  party  runs  to  its  goal  (about  thirty  feet  off)  pursued 'by 
Night.  Whoever  is  tagged  in  this  pursuit  is  a  prisoner  and  out 
of  the  game.  Continue  as  above  until  all  players  of  one  side  are 
caught. 

NOTE — Additional  work  assigned  for  this  period:  Low  hori- 
zontal ladder,  also  goal  throw  and  prisoners'  base. 


ASSIGNMENT  V 
I.    TACTICS 

1.  Review  the  movements  of  Lessons  3  and  4. 

2.  Right — Face.    Forward — March. 

3.  By  the  left  flank — March.    By  the  right  -flank — March. 

4.  Backstep — March. 


58  EDUCATIONAL  GYMNASTICS 

II.     BUNDING.     EHYTHMIC  STEPS 

The  pupils  are  formed  in  a  single  rank. 

1.  Eight — Face.    Running,  -forward — Run.,    Run  in  a  coun- 
termarch left  and  right  from  3  to  4  minutes. 

2.  Common  step — March. 

3.  Form  twos  to  the  right — March. 

A.    Marching  Steps 

The  «lass  is  arranged  in  a  front  column  of  twos. 

1.  Arms  upward — Bend.     Common  step.     Straighten  arms 
forward,  swing  upward,  forward  and  bend,  a  movement  on  the 
first  of  each  two  steps. 

2.  As  1,  but  begin  by  straightening  sideward. 

B.    Dancing  Steps 

(c)  1.     Schottische-step  obliquely  forward  left  and  right  (1-4; 

5-8). 

2.  Schottische-step  obliquely  left  forward  and  two  swing- 

hops  (1-8),  repeat  obliquely  right  forward  (9-16). 

3.  Alternate  one  schottische-step  left  forward  (1-4)  with 

one  triple  balance-hop  right  (5-8). 

4.  As  3,  beginning  right. 

5.  As  1,  alternated  with  eight  running  steps  (1-8;  9-16). 

(d)  1.     Two  balance-steps  and  two  swing-hops  forward  on 

the  lines  of  a  square  left  (1-6;  7-12,  four  times). 
Perform  the  balance-steps  with  opposite  foot 
placed  forward. 

2.  As  1,  beginning  right,  on  the  lines  of  a  square  right. 

3.  As  1,  but  forward,  alternated  with  twelve  running 

steps  (1-12;  13-24). 

4.  Step  and  curtsy,  left  and  right  (1-6 ;  7-12). 

5.  Eaise  arms  sideward.     Step  and  curtsy  with  arm- 

waving  and  side  bending  of  the  trunk. 

III.     DUMBBELL  EXERCISES 

Arrange  the  class  in  a  front  column  in  open  ranks. 
Unit  1.    A.   Arms  to   thrust — Bend.     Thrust  left  up  and  right 
downward — 1;    return — 2;    right    up    and    left 
downward — 3;  return — 4. 
Repeat  as  often  as  desired,  using  a  vigorous  rhythm. 


FOE  JUNIOR  HIGH  SCHOOLS  59 

B.  Hands  on  hips — Place.  Jump  to  a  side-stride  posi- 
tion— 1;  return — 2.  Continue  eight  to  twelve 
times. 

Unit  2.  A.  Arms  to  thrust— Bend.  With  thrusting  sideward, 
palms  up,  bend  upper  trunk  backward — 1;  re- 
turn— 2. 

Bl.    Stride   obliquely  left  forward  and  bells  on  hips- 
Place.    Turn  trunk  left  and  straighten  arms  up- 
ward— 1;  bend  trunk  backward  and  lower  arms 
sideward — 2;  reverse — 3;  return — 4. 
The  same  right. 

2.  Bells     on     hips — Place.       Bend     trunk     fore-down- 

ward— 1;  return — 2. 

3.  Obliquely  left  forward — Stride.    Turn  trunk  left  and 

arms  to  thrust — Bend.    Thrust  left  sideward  and 

right  upward; — 1;  return — 2. 
The  same  opposite. 
Unit  3.     1.   Arms  to  thrust — Bend.     Raise  left  leg  forward — 1; 

move  the  leg  sideward  and  backward  and  thrust 

upward — 2;  lower  arms  sideward — 3;  return  to 

starting  position — 4. 
The  same  right. 
2.    Bend  knees  and  raise  arms  forward — 1;  raise  arms 

upward — 2;  reverse — 3;  return — 4. 

Breathing 

Inhale  deeply  raising  arms  side-upward,  and  return.  Repeat 
six  to  eight  times.  See  that  the  lungs  are  fully  inflated  and  that 
when  exhaling  as  much  as  possible  of  the  residual  air  is  expelled 
from  the  lungs. 

IV.     TRACK  AND  FIELD  WORK 
Short  Sprints 

By  this  time  you  will  know  which  pupils  are  good  runners  and 
which  are  the  slower  ones.  Arrange  them  in  about  three  divisions 
according  to  their  ability. 

1.  Place  the  first  four  of  one  division  on  the  starting  line. 
Explain  to  the  class  the  positions  to  be  assumed  on  the  commands 
"Get  on  your  marks";  "Get  set"  and  "Go,"  then  tell  them  how 
they  should  run,  the  correct  running  position,  the  stride,  etc. 


60  EDUCATIONAL  GYMNASTICS 

2.  Let  the  first  four  run  the  specified  distance.     Select  the 
winner. 

3.  After  all  have  run,  let  the  winners  run  a  final.     This 
should  not  take  over  5  to  6  minutes. 

V.    A  GAME 
Captairiball 

The  playing  of  Endball  and  Cornerball  in  the  lower  grammar 
grades  has  gradually  prepared  the  pupils  for  the  more  compli- 
cated and  intricate  game  of  Captainball.  If  thoroughly  learned, 
this  game  is  one  of  the  finest  school  games.  It  takes  years  to  be- 
come an  expert  player.  Study  the  playing  capacity  of  your  pupils 
and  place  them  where  they  will  do  their  best.  Some  pupils  are 
good  guards  but  poor  basemen,  and  vice  versa.  In  Captainball  as 
in  Baseball  it  is  advisable  to  have  a  permanent  first  team,  a  sec- 
ond team,  etc.  Make  a  position  on  the  first  team  an  honor  con- 
ditioned upon  good  earnest  endeavor  in  all  educational  lines,  not 
only  in  play. 

Use  your  athletic  life  to  cultivate  right  ideals  in  your  pupils. 

NOTE — Additional  assigned  work :  Stallbars  and  high  horizon- 
tal ladder. 

ASSIGNMENT  VI 
I.     TACTICS 

1.  Review  the  movements  of  the  preceding  lessons.  Work 
for  a  sharp,  snappy  execution,  for  prompt  response  by  the  whole 
class.  A  good  marching  position  should  be  apparent. 

II.     RUNNING.     RHYTHMIC  STEPS 

The  pupils  are  formed  in  a  single  rank. 

1.  Right — Face.    Running,  forward — Run.     Run  in  a  large 
circle,  then  in  a  snail,  winding  inward  and  outward  (about  3  min- 
utes). 

2.  Common  step — March. 

3.  Form  twos,  to  the  right — March.    The  class  is  now  in  a 
front  column  of  twos. 

A.    Marching  Steps 

1.  Alternate  marching  in  common  and  in  quick  time. 

2.  Alternate  running,  with  running  with  knee  raising. 


FOE  JUNIOR  HIGH  SCHOOLS  61 

B.    Dancing  Steps 

(a)  1.    Alternate  two  polka-hops    (1-4)   with  two   cut-hops 
backward  (5-8). 

2.  Alternate  two  cut-hops    (1-4)   with  two   swing-hops 

(5-8). 

3.  Alternate  two  cut-hops  (1-4)  with  two  balance-hops 

(5-8). 

4.  Later  add  arm- waving  to  the  swing-hops. 

(c)  1.     Triple  balance-hop-turn  left  (1-4).     The  same  right. 

2.  Alternate  one  schottische-step  left  forward  (1-4)  with 

one  triple  balance-hop-turn  right  (5-8). 

3.  As  2,  beginning  right. 

(d)  1.    Balance-step  left  and  right  sideward  (1-6),  then  step 

and  curtsy  left  (7-12) ;  repeat  opposite.    In  the 
balance-steps  place  the  opposite  foot  forward. 
2.    Arms  raised  sideward.    As  1,  with  arm-waving  dur- 
ing the  curtsy. 


III.     DUMBBELL  EXERCISES 

Arrange  the  class  in  opened  ranks  in  a  front  column. 

Unit  1.    A.   Arms  to  thrust — Bend. 

1.  Thrust  alternately  fore  and  sideward  (1-4). 

2.  Thrust  alternately  up  and  downward  (1-4). 

Unit  2.  Al.   Arms  fore-upivard — Eaise.    Bend  upper  trunk  back- 
ward— 1;  return — 2. 

2.  Arms  to  thrust — Bend.  With  thrusting  sideward, 
palms  up,  bend  upper  trunk  backward — 1;  re- 
turn—2. 

Bl.    Stride  left  fonvard  and  arms  to  thrust — Bend.    Turn 
trunk  left — 1;  bend  trunk  left  and  thrust  right 
arm  upward — 2;  reverse — 3;  return — 4. 
The  same  opposite. 

2.  Stride  left  forward  and  arms  to  thrust — Bend.    Turn 

trunk  left  and  thrust  upward — 1;  bend  trunk 
backward  and  lower  arms  sideward,  palms  up — 2 ; 
reverse — 3;  return — 4. 
The  same  opposite. 

3.  Bells  on  hips — Place.    Lunge  left  forward — 1;  bend 

trunk  fore-downward — 2;  reverse — 3;  return — 4. 


62  EDUCATIONAL  GYMNASTICS 

Unit  3.          Bend  knees  and  place  bells  on  hips — 1;  straighten 
knees  and  raise  left  leg  backward — 2 ;  reverse — 3 ; 
return — 4. 
The  same  right. 

Breathing 

Mark  time — March.  Inhale  during  six  steps  and  exhale  dur- 
ing four.  Later  add  arm  raising  sideward,  palms  up,  during  in- 
halations. 

IV.     TRACK  AND  FIELD  WORK 
Basketball  Far  Throw 

The  class  is  still  arranged  in  open  order. 

1.  Close  the  files  backward — March.     (This  will  give  the 
necessary  throwing  space). 

Let  the  first  four  each  with  a  basketball  toe  the  scratch  line. 
Explain  to  the  class  how  you  want  the  throw  executed,  how  to 
hold  the  ball,  how  the  feet  are  placed,  how  the  body  is  bent,  that 
jumping  up  in  the  air  is  a  foul,  etc.,  etc.  Have  the  second  four 
take  their  places  in  the  field  to  get  the  thrown  balls.  Then  com- 
mand: 

2.  Ready — Throw.    As  soon  as  the  second  four  have  secured 
the  balls  they  line  up,  touching  the  scratch  line,  while  the  third 
four  go  into  the  field  to  gather  the  thrown  balls.    In  the  meantime 
the  first  four  have  lined  up  at  the  back  of  the  files.    Proceed  in  like 
manner  until  all  have  had  a  throw. 

3.  When  the  second  throw  is  made  have  the  ones  in  the  field 
mark  the  thrown  distance  with  chalk,  a  piece  of  wood,  etc.    Move 
this  mark  only  when  a  better  throw  is  to  be  recorded. 

4.  Measure  the  distance  and  make  your  announcements  re- 
garding the  winners. 

V.     A  GAME 
Poison 

As  the  ball  throw  did  not  strain  the  pupils  physically  the  game 
should  be  of  a  vigorous  type. 

Divide  the  players  into  small  circles  of  about  six  to  eight  each. 
In  the  center  of  each  circle  place  an  Indian  club  (a  large  hollow 
ball,  or  a  stick  of  cord-wood  about  fifteen  inches  high,  or  pile  up  a 
number  of  boys'  hats  or  caps).  This  object  in  the  center  of  the 


FOR  JUNIOR  HIGH  SCHOOLS  63 

circle  is  "  poison. "  The  players  grasp  hands,  and,  by  pushing  and 
pulling,  try  to  make  one  of  the  players  touch  or  overthrow  the 
"poison."  The  player  doing  so  is  poisoned  and  must  leave  the 
circle.  This  continues  until  one  is  left.  This  is  a  very  strenuous 
game,  and  may  be  played  during  the  coldest  weather.  As  soon  as 
six  to  eight  players  have  been  eliminated  form  them  into  a  circle 
and  continue  the  game. 

NOTE — Additional  assigned  work:  Balance  beam,  low  hori- 
zontal ladder,  also  the  game  of  Indoor  Baseball. 


64  EDUCATIONAL  GYMNASTICS 


FIRST  YEAR— SECOND  TERM 

ASSIGNMENT  VII 
I.     TACTICS 

1.  Fall— In. 

2.  Right — Dress.    Front. 

3.  Count  off  ~by  twos — Count.    (Count  off  also  by  threes  and 
by  fours). 

4.  Squads  left — March;  also  Squads  right. 

5.  Change  step — March. 

II.     RUNNING.     EHYTHMIC  STEPS 
A.    Marching  Steps 

The  pupils  are  again  standing  in  a  double  rank  (like  in  "Fall 

—In"). 

1.  Right  face.    Running,  forward — Run.    In  this  formation, 
the  class  runs  abouf  one  minute. 

2.  Common  step.    March.    Eepeat  this  alternation  of  run- 
ning and  marching  several  times. 

3.  Leaders  mark  time,  class  in  close  order,  Left — Face,  At- 
tention— H-alt. 

B.    Dancing  Steps 

1.  Count  off  by  fours — Count. 

2.  Squads  right — March.    Rear  rank  one  step  'backward- 
March. 

3.  Open  ranks  to  the,  left,  full  distance,  sideward — March. 

(a)  1.     Cut  backward  (1-2). 

2.  As  1,  but  cut-hop  (1-2 ;  3-4). 

3.  Alternate  eight  glides  forward  (four  left  and  four 

right)  (1-8)  with  four  cut-hops  (9-16). 

4.  As  3,  but  glide  obliquely  forward  left  and  right. 

5.  As  3,  but  eight  vigorous  marching  steps  in  place  of 

the  glides  (1-8;  9-16). 

(b)  1.     Mazurka-hop  obliquely  forward  left  (1-3). 

The  same  right. 

2.     Three  mazurka-hops  obliquely  left  forward  (1-9)  and 
a  three-step  (10-12),  repeat  right  (13-24). 


FOR  JUNIOR  HIGH  SCHOOLS  65 

3.    Alternate  two  mazurka-hops  with  six  running  steps 
(1-6;  7-12). 

III.    WAND  EXERCISES 

Unit  1.  Al.    Arms  to  thrust — Bend.     Alternately  thrust  upward 

and  forward  (1-2;  3-4). 

2.    Swing  arms  fore-upward — 1;  bend  arms,  wand  be- 
hind shoulders — 2;  reverse — 3;  return — 4. 
B.    (Wands  low  in  front.)    Alternately  and  quickly  raise 

the  left  and  right  knee  forward  (1-2). 
Unit  2.    A.   With  raising  arms  fore-upward,  bend  upper  trunk 

backward — 1 ;  return — 2. 

Bl.   Arms  to  thrust — Bend.    Bend  trunk  fore-downward 
— 1;  return — 2. 

2.  Arms  to  thrust — Bend.  Lunge  left  forward — 1 ;  thrust 

upward  and  lower  trunk  forward — 2 ;  reverse — 3 ; 
return — 4. 
The  same  right. 

3.  Arms  to  thrust — Bend.    Thrust  upward  and  lunge  left 

forward — 1;  bend  arms,  wand  behind  shoulders 
and  lower  trunk  forward^2;  reverse — 3;  return 


The  same  right. 

Unit  3.          Wand  behind  shoulders— Place.    Raise  left  knee  for- 
ward— 1 ;  straighten  leg  forward — 2 ;  reverse — 3 ; 
return — 4. 
The  same  right. 

Breathing 

With  raising  arms  sideward  inhale  deeply.  Repeat  five  to 
six  times. 

IV.    TRACK  AND  FIELD  WORK 
Triple  Standing  Broad  Jump 

The  class  remains  in  an  open  formation. 

1.  Mark  a  scratch  line  a  few  feet  in  front  of  the  first  four. 
Have  these  four  take  their  places.  Explain  to  the  class  the  type 
of  jump  to  be  practiced,  the  advantages  of  an  uninterrupted  move- 
ment, of  vigorous  arm  swinging,  etc.  Then  command: 


66  EDUCATIONAL  GYMNASTICS 

2.  Ready — Jump.  Let  the  first  four  take  their  places  at  the 
rear  when  the  second  four  get  ready.  Work  for  form,  not  for  dis- 
tance. After  all  have  had  a  few  jumps,  take  one  jump  for  dis- 
tance. Have  the  captains  note  the  distance  jumped  by  each  team- 
member. 

V.    A  GAME 
Pass-Ball  Eelay  With  Encircling 

The  players  must  be  divided  into  teams  of  equal  numbers,  the 
members  of  each  team  standing  next  to  one  another.  Upon  com- 
mand a  basket  ball  (or  any  other  suitable  object)  is  passed  side- 
ward from  the  first  to  the  last  player  in  each  team.  When  the  last 
player  receives  the  ball  he  turns  and  runs  along  the  rear  of  his 
team,  then  along  the  front,  and  then  once  more  along  the  rear,  thus 
encircling  the  team.  Arriving  at  the  head  he  immediately  passes 
the  ball  to  the  next  player.  The  ball  then  is  again  passed  along 
until  it  reaches  the  one  who  now  is  last.  He,  therefore,  encircles 
the  team  as  described  above.  This  passing  and  encircling  is  re- 
peated until  every  member  of  the  team  has  had  his  turn,  and  the 
team  members  again  stand  as  at  the  start.  When  running  around 
the  ends  it  is  permissible  for  the  runner  to  hook  his  arm  into  that 
of  the  player  at  the  end,  as  this  enables  a  quick  turning  of  the  ends. 

This  game  also  may  be  played  by  having  the  players  stand  one 
behind  the  other  and  passing  the  ball  overhead  (or  underneath), 
from  the  first  to  the  last  player.  This  last  player  then  runs  along 
the  right  side  of  his  team,  down  on  the  left  side  and  up  again  on 
the  right.  The  point  to  be  observed  in  all  styles  of  playing  this 
game  is  that  the  runner  must  take  his  correct  position  at  the  head 
of  the  team  before  being  allowed  to  pass  the  ball  to  the  next  player. 

NOTE — Additional  assigned  work  for  this  period:  Stallbars. 

ASSIGNMENT  VIII 
I.     TACTICS 

1.  Fall — In.    Right — Dress.    Count  off  by  fours — Count. 

2.  Squads  left  about — March.    Squads  right  about — March. 

3.  About — Face.     (At  times  also  have  the  "left  about"  per- 
formed). 

II.     RUNNING.     RHYTHMIC  STEPS 

The  pupils  are  formed  in  a  double  rank.  Upon  command  they 
face  right. 


FOR  JUNIOR  HIGH  SCHOOLS  67 

1.  Running,  forward — Run.     After  running  from  forty  to 
sixty  steps  command: 

2.  Common  step — Marcli.     After  marching  from  forty  to 
sixty  steps  command: 

3.  Running,  forward — Run.    Alternate  this  for  about  three 
minutes. 

4.  Leaders  mark  time.     Close  order.    Left — Face.    Atten- 
tion— Halt.    Count  off  by  fours,  squads  right,  open  files  and  open 
ranks. 

A.    Marching  Steps 

1.  Marching  in  common  step,  raising  arms  forward,  upward, 
and  lowering  forward  and  down,  a  movement  on  the  first  of  every 
four  counts. 

2.  Alternate  eight  common  steps  with  eight  knee-raising 
steps. 

B.    Dancing  Steps 

(a)  1.    Alternate  polka-hop  left  and  right   (1-4)  with  four 

glides  left  forward  (5-8) ;  then  polka-hop  right 
and  left  (9-12)  with  four  glides  right  forward 
(13-16). 

2.  As  1,  but  obliquely  forward  left  and  right. 

3.  Cut-hop  left  from  front  to  rear  (1-2),  then  right  from 

rear  to  front  (3-4).     The  same  beginning  right. 

4.  As  3,  repeated  twice  (1-8),  alternated  with  four  glides 

forward  left  and  four  right  (9-16). 
The  same  beginning  right. 

(b)  1.    Double  balance-hop  left  and  right  (1-3;  4-6). 

2.  As  1  (1-6),  alternated  with  three  glides  forward  left 

and  three  right  (7-12). 

3.  As  1,  alternated  with  six  running  steps  (1-6;  7-12). 

4.  Mazurka-hop  with  double  balance-hop  obliquely  for- 

ward left  (1-6)  and  right  (7-12). 

5.  As  4,  alternated  with  twelve  running  steps   (1-12; 

13-24). 


III.    WAND  EXERCISES 

Unit  1.  Al.   Arms  to  thrust — Bend.    Alternately  thrust  upward, 
and  downward  (1-2;  3-4). 


68  EDUCATIONAL  GYMNASTICS 

2.    Kaise  arms  left  sideward — 1 ;  upward — 2 ;  lower  right 

sideward — 3 ;  lower — 4. 
The  same  right. 
B.    Arms  to  thrust — Bend.    Quickly  bend  and  straighten 

knees  (1-2). 

Unit  2.  A.  With  bending  arms  to  thrust,  bend  upper  trunk  back- 
ward— 1;  return — 2. 

Bl.    Bend  arms  to  thrust  and  stride  left  sideward — 1; 
thrust  upward  and  bend  trunk  right — 2;  reverse 
— 3;  return — 4. 
The  same  opposite. 

2.  Arms  to   thrust — Bend.     Lunge   left   sideward   and 

thrust  left  sideward — 1 ;  bend  trunk  right — 2 ;  re- 
verse— 3;  return — 4. 
The  same  right. 

3.  Arms  fore-upward — Raise     Bend  trunk  fore-down- 

ward and  swing  arms  fore-downward — 1;  return 
—2. 

4.  Stride  left  sideward  and  raise  arms  left  sideward — 1 ; 

bend  trunk  right  and  raise  left  arm  upward — 2; 
reverse — 3;  return — 4. 
The  same  opposite. 

5.  Lunge  left  sideward  and  raise  arms  right  sideward 

—1;  bend  trunk  left  and  raise  right  arm  up- 
ward— 2;  reverse — 3;  return — 4. 
The  same  opposite. 

Unit  3.  Eaise  arms  fore-upward  and  raise  left  knee  forward 
1;  straighten  left  leg  backward — 2;  reverse — 3; 
return — 4. 

Breathing 

With  raising  arms  fore-upward  inhale  deeply;  exhale.     Re- 
peat six  to  eight  times. 


IV.     TRACK  A^D  FIELD  WORK 
Running  Broad  Jump 

Arrange  the  class  in  four  files  according  to  their  jumping 
ability.  In  order  to  improve  the  distance  of  the  jump,  a  rod  or 
rope  is  to  be  placed  between  the  take-off  and  the  landing  place. 
This  rod  is  to  be  raised  gradually  from  12  to  24  inches. 


FOR  JUNIOR  HIGH  SCHOOLS  69 

Explain  to  the  jumpers  the  advantage  of  raising  the  legs  well 
forward  and  upward  during  the  flight. 

"Work  for  form  during  the  first  four  jumps,  then  allow  two 
trials  for  distance.  Have  each  captain  note  the  distance  covered 
by  each  member  of  his  team. 

V.     A  GAME 

Boys — RiderbaU        Girls — Jumping  Circle 
Riderball 

The  players  pair  off  according  to  height,  strength  and  agility, 
and  form  a  double  circle,  faces  to  the  center,  with  from  two  to  six 
paces  interval  between  the  pairs.  Those  forming  the  inner  circle 
are  the  '  '  horses ' '  and  those  in  the  outer  the  ' '  riders. ' '  The  horses 
take  a  stride  position  sideways,  bracing  themselves  by  placing 
both  hands  on  the  knees  (which  should  be  kept  extended).  The 
body  is  bent  forward,  in  order  that  upon  the  command  of  the 
leader  of  the  game  to  "mount,"  the  riders  may  readily  mount  by 
straddling  their  backs.  The  riders  having  mounted,  a  basketball 
is  thrown  from  one  rider  to  the  other.  The  riders  must  hold  them- 
selves in  place  by  the  pressure  of  their  knees,  so  that  both  hands 
are  free  for  catching  and  throwing.  When  a  rider  misses  the  ball, 
all  riders  immediately  dismount  and  flee.  A  horse  quickly  picks 
the  ball  up  and  commands  all  to  ' '  halt. ' '  All  riders  then  stand  still 
while  the  horse  having  the  ball  without  leaving  his  place  endeavors 
to  hit  one  of  the  riders,  who  may  dodge,  but  not  leave  his  place. 

If  the  player  who  throws  at  a  rider  succeeds  in  hitting  him, 
places  are  exchanged,  horses  becoming  riders  and  riders  horses. 
If  not  successful,  the  game  continues  as  before.  The  ball  must  at 
no  time  be  held  by  a  rider,  but  tossed  as  quickly  as  caught.  The 
horses  must  not  leave  the  circle  while  the  riders  toss  the  ball  to 
one  another,  but  may  prance  or  turn  around.  The  leader  gives  the 
commands  to  mount  and  determines  the  hits  and  misses. 

Jumping  Circle 

Form  the  players  in  a  circle.  The  pupils  face  inward  and  are 
about  two  steps  apart.  Get  a  rope,  about  twelve  feet  long,  with  a 
beanbag  tied  to  the  end  of  it.  One  of  the  players  stands  in  the 
center  and  swings  the  rope  around  in  a  circle,  keeping  the  bag 
close  to  the  ground.  As  the  rope  approaches  each  player,  she  hops 
upward  and  over  the  swinging  bag.  Who  is  struck  by  the  bag  or 


70  EDUCATIONAL  GYMNASTICS 

rope  steps  out  of  the  circle.  Insist  that  the  bag  be  swung  close 
to  the  ground,  and,  with  timid  players,  that  it  is  not  swung  too 
rapidly. 

NOTE — Additional  work  for  this  period :  High  horizontal  lad- 
ders, also  the  games  of  Three  Deep  and  Babbits. 

ASSIGNMENT  IX 

I.     TACTICS 

1.  Fall — In.    Right — Dress. 

2.  Facing  while  marching.     Forward — March. 

3.  By  the  right  flank — March. 

4.  By  the  left  -flank — March. 

5.  Back  step — March. 

II.     KUNMING.     RHYTHMIC  STEPS 

The  pupils  are  formed  in  a  double  rank. 

1.  Running.    In  place — Run.    After  running  forty  to  sixty 
steps  command: 

2.  In  place — March. 
Repeat  several  times. 

A.    Marching  Steps 

1.    Right — Face. 

1.  March  in  quick  time. 

2.  Common  time  with  a  two-movement  arm  exercise;  e.  g., 
thrust  forward  (or  sideward),  a  movement  on  the  first  of  every 
four  counts. 

B.    Dancing  Steps 

(a)  1.     Alternate  two  polka-hops    (1-4)   with  two  cut-hops 

backward  left  and  right  (5-8). 

2.  Alternate  two  polka-hops  (1-4)  with  two  swing-hops 

(5-8). 

3.  Alternate  two  cut-hops  backward  (1-4)  with  two  swing- 

hops  (5-8). 

4.  Later  add  a  vigorous  arm-raising  to  the  swing-hops. 

(b)  1.     Double  balance-hop  left  and  a  three-step  right  (1-3; 

4-6). 
The  same  beginning  right. 


FOR  JUNIOR  HIGH  SCHOOLS  71 

2.  As  1,  alternated  with  six  running  steps  (1-6;  7-12). 

3.  Mazurka-hop  left  sideward  and  a  three-step    (1-3; 

4-6),  then  the  same  right  sideward  (7-9;  10-12). 

4.  As  3,  outward  and  inward. 

III.    WAND  EXERCISES 

Unit  1.  Al.  Raise  arms  left  upward  (the  left  arm  is  upward  and 
the  right  hand  is  in  front  of  the  left  shoulder,  the 
wand  is  vertical  at  the  left  side) — 1;  return — 2; 
right  upward — 3 ;  return — 4. 

2.  Raise  arms  left  upward — 1;  both  upward — 2;  right 

upward — 3 ;  lower  4. 

3.  Raise  arms  left  forward — 1;  return — 2;  right  for- 

ward— 3;  return — 4. 

B.    Wand  behind  shoulders — Place.    In  place — Run. 
Unit  2.  Al.    Raise  arms  fore-upward  and  bend  upper  trunk  back- 
ward— 1;  return — 2. 

2.    Raise  arms  fore-upward  and  bend  upper  trunk  back- 
ward— 1;  slowly  bend  arms  to  thrust — 2;  slowly 
thrust  upward — 3 ;  return  to  starting  position — 4. 
Bl.    Arms    to    thrust — Bend.    Lunge    left    forward    and 
thrust  upward — 1;  bend  trunk  backward — 2;  re- 
verse— 3;  return— 4. 
The  same  right. 

2.  Bend  arms  to  thrust — 1;  bend  trunk  fore-downward 

and  thrust  downward — 2;  reverse — 3;  return — 4. 

3.  Left  forward — Lunge.     Bend  trunk  backward  and 

arms  to  thrust — Bend.     Thrust  upward — 1;  re- 
turn—2. 

The  same  right. 

Unit  3.  1.  Raise  left  leg  backward  and  arms  forward — 1 ;  lunge 
left  forward  and  raise  arms  upward — 2;  reverse 
— 3 ;  return — 4. 

The  same  right. 

2.  Wand  behind  shoulders — Place.  Raise  left  knee  for- 
ward— 1 ;  straighten  left  leg  backward — 2 ;  re- 
verse— 3;  return — 4. 

The  same  right. 

Breathing 
Marching  in  common  step  inhaling  during  four  steps  and  ex- 


72  EDUCATIONAL  GYMNASTICS 

haling  during  four  steps.     Later  accompany  this  with  arm  raising 
sideward,  palms  up. 


IV.     TEAM  WORK  IN  TRACK  AND  FIELD  EVENTS  AND  IN  APPARATUS 

WORK 

First  Event  for  Teams  1  and  2.  Second  Event  for  Teams  3 
and  4. 

After  fifteen  minutes  the  teams  change  events. 

First  event:  Hop,  Step  and  Jump,  for  Teams  1  and  2. 

Second  event:  Horizontal  Ladder,  for  Teams  3  and  4. 

FIRST   EVENT 

Hop,  Step  and  Jump 

Allow  the  captain  of  each  team  to  supervise  the  jumping  of 
his  teammates.  After  all  pupils  have  had  several  jumps  have 
a  competition  between  the  teams.  Divide  each  team  into  three  (if 
possible,  equal)  parts;  e.  g.,  good,  medium  and  poor  jumpers.  Put 
all  the  good  jumpers  in  each  team  in  one  division,  the  medium 
jumpers  in  the  second  and  the  poor  jumpers  in  the  third.  Then 
have  these  divisions  jump  against  each  other.  Credit  the  best 
jumper  in  each  division  with  5  points,  the  next  one  with  3  and  the 
third  with  1  point.  Add  the  points  made  by  each  team  in  the  three 
divisions  and  announce  the  winners. 

SECOND  EVENT 

Horizontal  Ladder 

The  captain  of  each  team  marches  the  team  to  the  place  desig- 
nated by  the  teacher.  With  the  help  of  a  few  teammates  the  hori- 
zontal ladders  are  arranged  for  " chinning."  One  after  another 
the  pupils  chin  themselves  as  many  times  as  possible.  See  that 
the  body  is  raised  each  time  until  the  chin  is  above  the  upper  edge 
of  the  ladder.  See  also  that  the  arms  are  straightened  fully  be- 
fore the  next  pull-up  begins.  The  captain  credits  each  pupil  with 
the  results  accomplished.  Thereupon  work  for  the  class  aims  on 
the  horizontal  ladder  outlined  on  page — ,  as  follows : 

1.  The  first  four  march  to  a  cross  stand  under  the  ladder. 
Upon  command  they  jump  to  a  cross  hang  with  straight  arms, 
hands  on  both  beams.  Upon  command  they  raise  the  knees  from 


FOR  JUNIOR  HIGH  SCHOOLS  73 

four  to  six  times ;  jump  to  a  stand ;  march  to  their  places  while  the 
next  four  take  their  places  and  perform  the  exercises. 
In  a  like  manner  perform  the  following  exercise : 

2.  Eaise  the  knees — 1 ;  straighten  the  legs  forward — 2 ;  lower 
the  legs— 3. 

3.  Singly.    Side  hang  on  one  beam.    Hand  traveling  sideward 
on  the  beams,  first  without  a  side-swing,  and  later  with  side- 
swinging. 

4.  By  fours.     Cross  hang  on  both  beams.    Eaise  the  knees 
and  turn  over  backward  to  an  inverted  squat-hang. 

NOTE — Additional  work  for  this  period :  Balance  beam,  climb- 
ing ropes,  also  Dodgeball  in  a  Circle  and  Double  Dodgeball. 


ASSIGNMENT  X 
I.     TACTICS 

1.  Fall — In.    Right — Dress. 

2.  Left  half — Face.    Right  half — Face. 

3.  While  marching.     To   the  rear — March. 

For  additional  school  tactics  arrange  the  class  in  single  flank 
ranks  of  four. 

4.  Form  to  the  left — March.    Left — Face.    Eepeat  several 
times. 

5.  Form  to  the  right — March.   Right — Face.   Eepeat  several 
times. 

II.     EUNNING.     EHYTHMIC  STEPS 

The  pupils  are  formed  in  a  double  rank. 

1.  Right — Face. 

2.  Running,  forward — Run.    Eun  about  two  to  three  minutes. 

3.  Common  step — March. 

A.    Marching  Steps 

1.  Alternate  eight  common  steps  with  eight  leg-raising  steps. 

2.  Alternate  sixteen  steps  marching  on  toes  with  sixteen  run- 
ning steps. 

B.    Dancing  Steps 
(c)  1.     Schottische-step  forward  (1-4;  5-8). 


74  EDUCATIONAL  GYMNASTICS 

2.  Alternate  two  schottische- steps  (1-8)  with  four  swing- 

hops  (9-16). 

3.  Alternate  two  schottische-steps  forward   (1-8)   with 

eight  leaps  forward  (9-16). 

(d)  1.    Alternate  two  balance-steps  forward  (1-6)  with  two 
swing-hops  forward  (7-12). 

2.  Alternate  two  balance-steps  forward  with  six  running 

steps  forward  (1-6;  7-12). 

3.  Eaise  arms  sideward.     Cross-balance-steps  forward 

with  arm  waving  (1-3;  4-6). 


III.     WAND  EXERCISES 

Unit  1.  Al.  Arms  to  thrust — Bend.  Thrust  left  upward  and 
right  sideward — 1;  return — 2;  right  upward  and 
left  sideward — 3;  return — 4. 

2.  Raise  the  arms  fore-upward — 1;  lower  down  back- 
ward— 2 ;  reverse — 3 ;  return— 4. 

B.    Wand  behind  shoulders — Place.    With  raising  knees, 
in  place — Run. 

Unit  2.  Al.  With  bending  arms  to  thrust,  bend  upper  trunk  back- 
ward— 1 ;  return — 2. 

2.  Raise  arms  fore-upward — 1 ;  bend  upper  trunk  back- 
ward and  slowly  bend  arms  to  thrust — 2;  re- 
verse— 3 ;  return — 4. 

Bl.   Left  forward— Stride.     Turn  trunk  left   and  bend 
arms  to  thrust — 1 ;  thrust  upward — 2 ;  reverse — 3 ; 
return — 4. 
The  same  right. 

2.  Stride  left  forward  and  raise  arms  fore-upward — 1; 

turn  trunk  left  and  place  wand  behind  shoulder 
— 2 ;  reverse — 3 ;  return — 4. 
The  same  right. 

3.  Bend  trunk  fore-downward  and  bend  arms  to  thrust 

— 1 ;  bend  trunk  backward  and  thrust  upward — 2 ; 
reverse — 3;  return — 4. 

4.  Lunge  left  forward  and  arms  to  thrust — Bend.    Turn 

trunk  left  and  thrust  left  sideward  and  right  up- 
ward—I;  bend   trunk   left— 2;    reverse— 3;    re- 
turn— 4. 
The  same  opposite. 


FOR  JUNIOR  HIGH  SCHOOLS  75 

Unit  3.  1.  Raise  left  leg  sideward  and  bend  arms  to  thrust — 1 ; 
move  left  leg  backward — 2;  reverse — 3;  re- 
turn— 4. 

2.    With  raising  arms  fore-upward,  rise  on  toes — 1 ;  bend 
knees — 2;  reverse — 3;  return — 4. 

Breathing 

Marching,  raising  arms  side-upward,  inhaling  during  six  steps 
and  exhaling  during  six  steps. 


IV.     TRACK  AND  FIELD  WORK 
Running  High  Jump 

Arrange  the  class  in  four  grades  of  efficiency.  The  best  jump- 
ers are  in  division  one,  the  poorest  in  division  four.  Gradually 
eliminate  those  who  do  not  clear  a  given  height.  Let  the  captains 
of  each  team  keep  a  record  of  the  height  cleared  by  each  team- 
member. 

V.     A  GAME 
Endball 

Fall  in  by  teams.  Place  Teams  Nos.  1  and  2  into  the  bases  and 
Teams  3  and  4  into  the  fields  as  guards.  Teams  1  and  3  play 
against  Teams  2  and  4.  See  that  the  ball  is  thrown  quickly  from 
baseman  to  guard.  Encourage  guards  who  caught  the  ball  near 
the  base  lines  to  pass  the  ball  to  one  of  their  teammates  who  is 
standing  near  the  center  line.  This  procedure  leads  to  a  snappier 
game  and  at  the  same  time  allows  more  players  to  work. 

NOTE — Additional  assigned  work :  Low  horizontal  ladder,  also 
Indoor  Baseball. 

ASSIGNMENT  XI 
I.     TACTICS 

1.  Fall — In.    Right — Dress. 

2.  Count  off  by  fours — Count. 

3.  Squads  right — March. 

4.  Facing  while  marching.    By  the  left  flank— March.    By 
the  right  flank — March.    To  the  rear — March. 


76  EDUCATIONAL  GYMNASTICS 

II.     RUNNING.     RHYTHMIC  STEPS 

The  pupils  are  formed  in  a  single  rank. 

1.  Right — Face.    Running,  fonvard — Run.    Run  in  a  coun- 
termarch left  and  right  from  3  to  4  minutes. 

2.  Common  step — March. 

3.  Form  twos  to  the  right — March. 

A.    Marching  Steps 

1.  Arms  upward — Bend.   Common  step — March.   Straighten 
arms  forward,  swing  upward,  forward  and  bend,  a  movement  on 
the  first  of  every  two  steps. 

2.  As  1,  but  begin  by  straightening  sideward. 

B.    Dancing  Steps 

(c)  1.     Schottische-step  obliquely  forward  left  and  right  (1-4; 

5-8). 

2.  Schottische-step    obliquely    left    forward    and    two 

swing-hops  (1-8)  repeat  obliquely  right  forward 
(9-16). 

3.  Alternate  one  schottische-step  left  forward  (1-4)  with 

one  triple  balance-hop  right  (5-8). 

4.  As  3,  beginning  right. 

5.  As  1,  alternated  with  eight  running  steps  (1-8;  9-16). 

(d)  1.     Two  balance-steps  and  two  swing-hops  forward  on 

the  lines  of  a  square  left  (1-6;  7-12,  four  times). 
Perform  the  balance-steps  with  opposite  foot 
placed  forward. 

2.  As  1,  beginning  right,  on  the  lines  of  a  square  right. 

3.  As  1,  alternated  with  twelve  running  steps  (1-12;  13- 

24). 

4.  Step  and  curtsy  (1-6;  7-12). 

5.  Raise  arms  sideward.     Step  and  curtsy  with  arm- 

waving  and  side  bending  of  the  trunk. 

III.    WAND  EXEKCISES 

Unitl.  Al.    Raise  arms  fore-upward — 1;  lower  wand  obliquely 
behind  back,  left  hand  over  shoulder,  right  down 
— 2 ;  reverse — 3 ;  return — 4. 
The  same  opposite. 


FOR  JUNIOE  HIGH  SCHOOLS  77 

B.  Wand  behind  shoulders — Place.  Jump  to  a  side- 
stride  position — 1 ;  return — 2.  Continue  eight  to 
twelve  times. 

Unit  2.  Al.   With  bending  arms  to  thrust,  bend  upper  trunk  back- 
ward— 1 ;  return — 2. 

2.  Arms  fore-upward — raise.  Bend  upper  trunk  back- 
ward and  slowly  bend  arms  to  thrust — 1;  return 
—2. 

Bl.  Eaise  the  left  arm  obliquely  left  fore-side-upward — 1 ; 
lunge  obliquely  left  forward  and  reverse  the  arm 
directions — 2 ;  reverse — 3 ;  return — 4. 

2.  Lunge  obliquely  left  forward  and  arms  fore-upward— 

Eaise.    Turn  trunk  left — 1;  bend  arms  to  thrust 
—2;  reverse — 3;  return — 4. 
The  same  right. 

3.  Jump  to  side  stride  and  swing  arms  fore-upward — 1 ; 

bend  trunk  fore-downward  and  swing  arms  down- 
ward— 2;  reverse — 3;  return — 4. 

4.  Obliquely  left  forward — Stride.    Turn  trunk  left  and 

arms  to  thrust — Bend.    Thrust  left  sideward  and 
right  upward — 1;  return — 2. 
The  same  opposite. 

Unit  3.     1.   Arms  to  thrust — Bend.     Eaise  left  leg  forward — 1; 
move  it  sideward  and  backward — 2;  reverse — 3; 
return — 4. 
The  same  right. 

2.  Bend  knees  and  raise  arms  forward — 1;  raise  arms 
upward — 2;  reverse — 3;  return — 4. 

Breathing 

Inhale  deeply,  raising  arms  side-upward  and  return.  Eepeat 
six  to  eight  times.  See  that  the  lungs  are  fully  inflated,  and  that 
when  exhaling  as  much  as  possible  of  the  residual  air  is  expelled 
from  the  lungs. 

IV.     TKACK  AND  FIELD  WORK 
Speed  Running  Over  Short  Distances 

Speed  running  in  a  gymnasium  seldom  is  worth  while,  because 
the  distance  to  be  covered  is  too  short.  The  gymnasium,  however, 
lends  itself  well  to  instruction  in  the  essentials  of  running.  School 
yards,  or  streets  in  the  neighborhood  of  schools  are  the  natural 


78  EDUCATIONAL  GYMNASTICS 

places  to  run.  The  length  of  the  run  should  be  some  standard 
distance  not  less  than  fifty  yards.  Measure  off  the  correct  distance 
and  mark  the  start  and  the  finish  permanently,  so  that  no  time 
is  lost  when  the  class  reports  for  running.  Group  the  runners 
according  to  ability.  Let  about  four  run  at  the  same  time.  Teach 
the  captains  how  to  time  correctly,  and  have  each  captain  keep  a 
record  of  the  time  made  by  his  teammates.  If  running  at  full 
speed  the  pupils  should  not  be  allowed  to  run  more  than  twice  in 
one  lesson. 

V.     A  GAME 
Volleyball 

Fall  in  by  teams.  Arrange  the  play-space  into  at  least  two 
courts.  For  practice  game  a  rope  stretched  lengthwise  through 
the  center  of  the  gymnasium  furnishes  play  facilities  for  as  many 
as  six  teams  playing  at  the  same  time.  Place  the  teams  and  then 
explain  to  them  the  points  in  the  game  that  you  would  like  to  have 
them  observe.  After  playing  for  a  time  change  the  positions  of 
the  teams. 

NOTE — Additional  assigned  work:  Stallbars,  low  horizontal 
ladder,  Basketball  Far  Throw  and  Indoor  Baseball. 


ASSIGNMENT  XII 
I.     TACTICS 

1.  Fall — In.    Eight — Dress. 

2.  Three    steps    forward    and    face    left  —  March.      (Four 
counts.)     Eepeat  several  times. 

3.  Four    steps    forward    and    face    right —  March.      (Five 
counts.) 

4.  Face  left  and  four  steps  forward— March.    (Five  counts.) 

5.  Face    right    and    four    steps    forward  — March.     (Five 
counts.) 

II.     BUNKING.    KHYTHMIC  STEPS 

The  pupils  are  formed  in  a  single  rank. 

1.  Right— Face.  Running,  forward— Run.  Eun  in  a  large 
circle,  then  in  a  snail,  winding  inward  and  outward  (about  3  min- 
utes). 


FOR  JUNIOR  HIGH  SCHOOLS  79 

2.  Common  step — March. 

3.  Form  twos,  to  the  right — March.    The  class  is  now  in  a 
front  column  of  twos. 

A.    Marching  Steps 

1.  Alternate  marching  in  common  and  in  quick  time. 

2.  Alternate  running,  with  running  with  knee  raising. 

B.    Dancing  Steps 

(a)  1.    Alternate   two   polka-hops    (1-4)    with  two   cut-hops 
backward  (5-8). 

2.  Alternate  two  cut-hops   (1-4)   with  two  swing  hops 

(5-8). 

3.  Alternate  two  cut-hops  (1-4)  with  two  balance-hops 

(5-8). 

4.  Later  add  arm- waving  to  the  swing-hops. 

(c)  1.     Triple  balance-hop-turn  left  (1-4).     The  same  right. 

2.  Alternate  one  schottische-step  left  forward  (1-4)  with 

one  triple  balance-hop-turn  right  (5-8). 

3.  As  2,  beginning  right. 

(d)  1.    Balance-step  left  and  right  sideward  (1-6)  then  step 

and  curtsy  left  (7-12) ;  repeat  opposite.    In  the 
balance-steps  place  the  opposite  foot  forward. 
2.    Arms  raised  sideward.    As  1,  with  arm-waving  dur- 
ing the  curtsy. 

III.    WAND  EXERCISES 

Unit  1.  Al.    Raise    arms    forward — 1 ;    cross    arms    right    over 

left — 2 ;  reverse — 3 ;  return — 4. 
The  same  opposite. 

2  .  Raise  the  arms  fore-upward — 1 ;  place  wand  left  down- 
ward on  left  hip — 2 ;  reverse — 3 ;  return — 4. 
The  same  opposite. 

Bl.  Wand  behind  shoulders — Place.  Jump  to  a  cross- 
stride  position,  left  forward — 1 ;  reverse  to  right 
forward — 2 ;  continue  eight  to  twelve  times. 

Unit  2.    Al.    Raise  arms  forward — 1 ;  raise  arms  upward  and  bend 
upper  trunk  backward — 2 ;  reverse — 3 ;  return — 4. 
2.   With  slowly  bending  arms*  to  thrust,  bend  upper  trunk 
backward — 1 ;  return — 2. 


80  EDUCATIONAL  GYMNASTICS 

Bl.    Stride  left  -forward  and  arms  to  thrust — Bend.    Turn 
trunk  left  and  thrust  forward,  right  hand  up,  left 
down — 1;   bend   trunk   left — 2;    reverse — 3;    re- 
turn— 4. 
The  same  right. 

2.  Stride  left  forward  and  arms  to  thrust — Bend.    Turn 

trunk  left   and  thrust  upward — 1;   bend   trunk 
backward — 2;  reverse — 3;  return — 4. 
The  same  right. 

3.  Jump  to  a  side-stride  and  arms  fore-upward — Eaise. 

Bend  the  trunk  fore-downward  and  swing  the 
arms  down — 1;  reverse — 2;  continue  eight  to  ten 
times. 

4.  Lunge  left  sideward  and  bend  arms  to  thrust — 1 ;  turn 

trunk  left  and  thrust  right  up  and  left  side- 
ward— 2;  reverse — 3;  return — 4. 

The  same  opposite. 

Unit  3.  Bend  knees  and  bend  arms  to  thrust — 1;  straighten 
knees,  raise  left  leg  backward  and  thrust  upward 
— 2 ;  reverse — 3 ;  return — 4. 

The  same  right. 

Breathing 

The  files  countermarch  left.  Common  step  with  inhaling 
deeply  six  steps  and  exhaling  during  four  steps.  Later  add  arm- 
raising  sideward,  palms  up. 

IV.     TRACK  ATZV  FIELD  WORK 
Basketball  Far  Throw 

Close  the  files  backward  and  let  the  class  throw  by  fours,  hav- 
ing the  captains  credit  each  of  their  teammates  with  the  distance 
thrown.  In  order  to  do  this  quickly  it  will  be  necessary  to  put 
lines  in  the  throwing  lane  a  foot  apart.  This  will  enable  the  cap- 
tains to  see  at  a  glance  how  many  feet  each  person  throws ;  inches 
are  not  counted.  Give  each  person  two  trials. 

A  Number  Race 

Quickly  arrange  the  files  in  open  order  as  during  the  wand 
exercises.  Eun  along  the  side  and  number  each  rank  one,  two, 
three,  four,  etc.  The  object  of  the  race  is  to  have  those  of  the  same 


FOE  JUNIOR  HIGH  SCHOOLS  81 

number ;  i.  e.,  those  standing  in  the  same  rank  run  when  their  num- 
ber is  called.  The  race  is  around  one's  own  file  members.  For 
instance,  if  number  three  is  called  he  runs  to  the  rear,  around  those 
standing  behind  him,  then  down  alongside  of  the  whole  file,  around 
the  front  and  then  back  into  place.  In  the  course  of  time  each 
rank  should  be  called  upon.  Credit  the  winning  file  and  later 
announce  the  winner. 

V.    A  GAME 
Foot  Baseball 

Arrange  the  pupils  in  two  teams.  The  game  is  played  accord- 
ing to  the  rules  governing  baseball  except  that  the  batter  places 
an  oval  football  or  a  soccer  f ootbball  upon  the  home  plate  and  kicks 
it  into  the  field  of  play. 

NOTE — Additional  assigned  work:  Balance-beam,  Low  hori- 
zontal ladder,  Indoor  Baseball  and  Pinball. 


82  EDUCATIONAL  GYMNASTICS 


SECOND  YEAR— FIRST  TERM 

ASSIGNMENT  I 
I.     TACTICS 

1.  Fall—In. 

2.  Right — Dress.    Front. 

3.  Count  off  by  twos — Count.    Count  off:  also  by  threes  and 
by  fours. 

4.  Squads  left — March;  also  squads  right. 

5.  Change  step — March. 

II.     RUNNING.     RHYTHMIC  STEPS 
A.    Marching  Steps 

1.  Right — Face.  Running,  forward — Run.  Run  about  a  min- 
ute. 

2.  Common  step — March. 
Arrange  the  class  in  a  column  of  twos. 
Alternate  marching  in  common  and  in  quick  step. 

B.    Dancing  Steps 

Boys  take  only  the  more  vigorous  steps. 

(a)  1.     Cut  sideward.     Execution:  Raise  left  leg  sideward, 

cut  sideward,  displacing  right  leg — 1 ;  cut  right — 2. 

2.  Same  as  1,  but  cut-hop  sideward  (1-2;  3-4). 

3.  Alternate  two  cut-hops  sideward  (1-4)  with  four  cuts 

sideward  (5-8). 

4.  Alternate  No.  3  (1-8)  with  four  glides  obliquely  for- 

ward left  and  four  right  (9-16). 

5.  Alternate  No.  3  (1-8)  with  four  swing-hops  forward 

(9-16). 

6.  Alternate  No.  3  with  eight  vigorous  marching  steps 

(1-8;  9-16). 

7.  As  5,  with  arms  raised  sideward  and  arm  waving  for- 

ward on  swing-hops. 

(b)  1.     Mazurka-hop  obliquely  left  forward,  hands  at  waist 

(1-3). 
2.     The  same  opposite. 


FOE  JUNIOE  HIGH  SCHOOLS  83 

3.  Three  mazurka-hops   obliquely  left  forward  and  a 

three-step  (1-12) ;  repeat  right  (13-24).  During 
the  mazurka-hops  raise  the  curved  arm  of  the  op- 
posite side. 

4.  Alternate  two  mazurka-hops  with  six  running  steps 

(1-6;  7-12). 

III.     FREE  EXERCISES 

Unit  1.    A.   Arms  upward — Bend.     Alternately  straighten  arms 

upward  and  sideward  (1-2;  3-4). 
B.   Hands  on  hips — Place.    Alternately  and  quickly  raise 

left  and  right  knee  forward  (1-2). 
Unit  2.    A.   Hands  on  hips — Place.    Bend  upper  trunk  backward 

—1 ;  return — 2. 

Bl.   Hands  on  hips — Place.     Bend  trunk  fore-downward 
— 1 ;  return — 2. 

2.  Arms   to    thrust — Bend.     Lunge   left   forward    and 

thrust  upward — 1;  lower  trunk  forward — 2;  re- 
verse— 3;  return— 4. 
The  same  right. 

3.  Lunge    right   forward   and   arms    to    thrust — Bend. 

Thrust  upward — 1 ;  bend  arms  to  thrust  and  lower 
trunk  forward — 2;  reverse — 3;  return — 4. 
The  same  left. 
Unit  3.     1.    Hands  in  rear — Grasp.    Kaise  left  leg  forward  and 

bend  trunk  backward — 1 ;  return — 2. 
2.   Hands  on  hips — Place.     Eaise  heels — 1;  bend  knees 
— 2 ;  reverse — 3 ;  return — 4. 

Breathing 

With  raising  arms  sideward,  inhale  deeply;  exhale.    Eepeat 
six  to  eight  times. 

IV.     TRACK  AND  FIELD  WORK 
For  the  year's  events  see  page  28. 

Standing  Broad  Jump 

For  arrangement  of  class  and  execution  of  the  work  see  first 
assignment  first  year  work,  page  48. 


84:  EDUCATIONAL  GYMNASTICS 

V.    APPAKATUS  WORK 
For  the  year's  work  see  page  30. 

Stall  Bars 

Side  hang  rearways,  hands  grasping  bar  overhead. 

1.  Bend  the  arms  slightly  (an  attempt  at  chinning). 

2.  Kaise  the  knees. 

3.  Eaise  the  knees,  straighten  the  legs  forward,  lower  the 
legs. 

4.  Eaise  the  legs   forward  then   quickly  bend  the  knees; 
straighten  the  legs  downward. 

5.  Eaise  the  legs  forward,  lower  the  straight  legs. 

If  there  are  a  few  minutes  left  have  a  short  running  or  hop- 
ping race. 

NOTE — Additional  work  assigned  for  this  period;  the  triple 
standing  broad  jump,  also  the  game  of  Battleball. 


ASSIGNMENT  II 
I.     TACTICS 

1.  Fall — In.    Dress.     Count  off  ~by  fours. 

2.  Squads  left  about — March.    Squads  right  about — March. 

3.  Left  about — Face.    Right  about — Face.    (In  military  tac- 
tics only  " about — face.") 

II.     EUNNING.     EHYTHMIC  STEPS 

Eight — Face.  Running  forward — Run.  After  running  for 
about  a  minute  command:  Common  step — March.  Repeat  this 
several  times. 

A.    Marching  Steps 

Arrange  the  class  in  open  order.  In  performing  the  following 
exercises  the  files  continually  countermarch  left.  See  that  the 
proper  distance  and  the  alignment  are  kept  during  the  exercises. 

1.  Marching  in  common  step  raising  arms  forward,  up,  and 
lowering  forward,  down.     Two  counts  to  each  movement. 

2.  Alternate   eight   common   steps   with   eight  knee-raising 
steps. 


FOE  JUNIOK  HIGH  SCHOOLS  85 

B.    Dancing  Steps 

(a)  1.     Glide-polka  left  and  right  forward  (1-4;  5-8). 

2.  As  1,  obliquely  forward  left  and  right. 

3.  As  2,  alternating  with  eight  vigorous  marching  steps 

(1-8;  9-16). 

4.  Cut-hop  left  backward  and  right  forward  (1-4). 

5.  As  2  (1-4)  then  glide-polka  left  forward  (5-8) ;  repeat 

right  (9-16). 

6.  As  5,  but  obliquely  forward. 

(b)  1.     Double  balance-hop  left  and  right  (1-3;  4-6). 

2.  Double  balance-hop  left   (1-3)   and  three  glides  left 

(4-6) ;  repeat  right  (7-12). 

3.  As  1,  alternated  with  six  running  steps  forward  (1-12 ; 

13-24). 

4.  Mazurka-hop  and  double  balance-hop  obliquely  for- 

ward left  (1-6) ;  repeat  right  (7-12). 

5.  As  4,  alternated  with  twelve  running  steps  forward 

(1-12;  13-24). 

III.     FKEE  EXERCISES 

Unit  1.  Al.    Eaise  arms  forward — 1 ;  swing  sideward — 2 ;  reverse 

—3 ;  return — 4. 
2.    Arms  to  thrust — Bend.     Thrust  sideward — 1;  bend 

arms  to  strike — 2 ;  reverse — 3 ;  return — 4. 
B.    Hands  on  hips — Place.    Quickly  bend  and  straighten 

knees  (1-2). 

Unit  2.    A.   With  raising  arms  side-upward,  hands  clinched,  bend 
,  upper  trunk  backward — 1 ;  return — 2. 

Bl.  Lunge  left  sideward  and  bend  arms  to  thrust — 1; 
straighten  arms  upward  and  bend  trunk  right — 2 ; 
reverse — 3;  return — 4. 

2.  Arms  \to   thrust — Bend.     Lunge  left  sideward  and 

thrust  sideward — 1;  bend  trunk  right  and  bend 
arms  to  strike — 2;  reverse — 3;  return — 4. 
The  same  opposite. 

3.  Hands  on  hips — Place.     Bend  trunk  fore-downward 

—1 ;  return — 2. 

4.  Left  sideward — Stride.    Bend  trunk  left  and  hands 

on  hips — Place.     Straighten  the  right  arm  up- 
ward— 1;  return — 2. 
The  same  exercise  opposite. 


86  EDUCATIONAL  GYMNASTICS 

Unit  3.          Hands  on  hips — Place.     Kaise  left  knee  forward — 1; 
slowly  straighten  arms  upward  and  left  leg  side- 
ward— 2 ;  reverse — 3 ;  return — 4. 
The  same  right. 


Breathing 

With  raising  arms  side-upward  inhale  deeply ;  exhale.    Eepeat 
six  to  eight  times. 


IV.     TRACK  AND  FIELD  WORK 
Running  Broad  Jump 

For  the  arrangement  of  the  class  and  for  the  execution  of  the 
work  see  Assignment  II,  first  year  work,  page  51.  Call  the 
attention  of  your  captains  to  the  fact  that  they  are  supposed  to 
keep  an  accurate  record  of  the  track  and  field  accomplishments  of 
each  member  on  their  team. 


V.    APPARATUS  WORK 
High  Horizontal  Ladder 

1.  Chinning. 

2.  Travel  forward,  hands  on  the  rails. 

3.  Travel  sideward  on  one  rail. 

4.  Eaise  the  knees. 

5.  Eaise  the  knees,  straighten  the  legs  forward,  lower  the 
legs. 

NOTE — Additional  games  assigned  for  this  period  are  Three 
Deep,  Eiderball,  Jumping  Circle  and  Eabbits. 

ASSIGNMENT  III 
I.     TACTICS 

1.  Fall — In.    Dress. 

2.  Facing  while  marching.    Forward — March. 

3.  By  the  right  flank — March. 

4.  By  the  left  -flank — March. 

5.  Back-step — March* 


FOB  JUNIOR  HIGH  SCHOOLS  87 

II.     RUNNING.    RHYTHMIC  STEPS 

Right — Face.  Running,  forward — Run.  See  that  the  class  has 
an  easy  step  and  that  it  does  not  "string  out"  during  the  exercise. 
After  running  for  about  a  minute  command:  Common  step — 
March.  Repeat  this  several  times. 


A.    Marching  Steps 

Arrange  the  class  in  a  column  of  twos. 

1.  March  in  quick  time. 

2.  Common  time  with  two-movement  arm  exercises;  e.  g., 
raise  arms  sideward  (or  forward,  etc.),  four  counts  to  each  move- 
ment. 

B.    Dancing  Steps 

(a)  1.     Glide-polka  left  and  right  sideward  (1-4;  5-8). 

2.  As  1  (1-8),  but  alternate  with  four  swing-hops  for- 

ward (9-16). 

3.  As  2,  but  obliquely  outward  and  inward. 

4.  As  1,  alternated  with  eight  vigorous  marching  steps 

(1-8;  9-16). 

(b)  1.     Double  balance-hop  left  (1-3)  and  a  three  step  right 

(4-6),  then  repeat,  beginning  right  (7-12). 

2.  As  1,  beginning  right. 

3.  As  1,  outward  and  inward. 

4.  As  1,  alternated  with  twelve  running  steps  (1-12;  13- 

24). 

5.  Three  mazurka-hops  left  sideward  (1-9)  and  a  double 

balance-hop  turn  left  (10-12),  repeat  right  side- 
ward. 


III.     FREE  EXERCISES 

Unit  1.    A.   Arms  to  thrust — Bend.     Thrust  alternately  upward 

and  downward  (1-2;  3-4). 

B.   Hands  on  hips — Place.    In  place  with  raising  knees- 
Run. 

Unit  2.  Al.   Arms  fore-upivard — Raise.    Bend  upper  trunk  back- 
ward and  slowly  bend  arms  to  thrust — 1 ;  return 
—2. 
2.    As  1,  but  lower  arms  sideward — 1 ;  return — 2. 


88  EDUCATIONAL  GYMNASTICS 

Bl.    Arms    to    thrust — Bend.     Lunge    left    forward    and 
straighten  arms  upward— 1 ;  bend  trunk  backward 
and  lower  arms  sideward — 2 ;  reverse — 3 ;  return 
— 4. 
The  same  right. 

2.  Hands  on  hips — Place.     Bend  trunk  fore-downward 

— 1 ;  return — 2. 

3.  Left  backward — Stride.     Bend  trunk  backward  and 

arms  fore-upward — Eaise.    Lower  the  arms  side- 
ward— 1;  return — 2. 
The  same  right. 

Unit  3.     1.    Eaise  left  leg  backward  and  arms  forward — 1 ;  move 

arms  sideward — 2;  reverse — 3;  return — 4. 
The  same  right. 

2.    Later  lower  the  trunk  forward  when  moving  arms 
sideward. 


Breathing 

Marching  in  common  step  inhaling  during  four  steps  and  ex- 
haling during  four  steps.  Later  accompany  this  with  arm  raising 
sideward. 


IV.     TKACK  AND  FIELD  WORK 
Running  Hop,  Step  and  Jump 
For  execution,  see  Assignment  III,  first  year,  page  54. 

V.    APPARATUS  WORK 
Climbing  Eope 

1.  Climb  up  one  rope,  cross  over  to  the  next  and  come  down 
on  this  (careful). 

2.  Hang  between  two  ropes ;  bend  the  arms,  then  shortswing. 

3.  Half  turn  over  with  bent  arms. 

4.  Pendulum  swing,  jump  forward  for  distance. 

NOTE — Additional  assigned  work  for  this  period:  Balance 
beam  and  Double  Dodgeball. 


FOE  JUNIOR  HIGH  SCHOOLS  891 

ASSIGNMENT  IV 
I.     TACTICS 

1.  Fall — In.    Dress. 

2.  Left  half—Face.    Right  half— Face. 

3.  While  marching.    To  the  rear — March. 

Next  arrange  the  class  in  single  flank  ranks  of  four. 

4.  Form  to  the  left — March.    Left — Face.    Eepeat  several 
times. 

5.  Form  to  the  Right — March.   Right — Face.    Eepeat  several 
times. 

II.    RUNNING.    RHYTHMIC  STEPS 

Right — Face.    Running,  forward — Run.    Allow  the  class  to- 
run  for  two  minutes. 

Common  step — March. 

A.    Marching  Steps 

Arrange  the  class  in  a  column  of  twos. 

1.  Alternate  eight  common  steps  with  eight  steps  on  tip-toes. 

2.  Alternate  eight  knee-raising  steps  with  eight  leg-raising 
steps. 

B.    Dancing  Steps 

(c)  1.     Schottische-step  obliquely  forward  left  and  right  (1-4^ 

5-8). 

2.  Alternate    two    schottische-steps    obliquely    forward 

(1-8)  with  four  swing  hops  (9-16). 

3.  Alternate  two  schottische-steps  (1-8)  with  eight  leaps- 

forward  (9-16). 

(d)  1.    Alternate  two  balance-steps  obliquely  outward  and  in- 

ward (1-6)  with  two  swing-hops  obliquely  out- 
ward and  inward  (7-12). 

2.  Alternate  two  balance-steps  forward  with  six  running 

steps  forward  (1-6;  7-12). 

3.  As  1,  with  arms  raised  sideward  and  arm- waving  (1- 

12). 

4.  As  2,  but  perform  cross-balance  steps  (1-12). 


90  EDUCATIONAL  GYMNASTICS 

III.     WAND  EXERCISES 

Arrange  the  class  in  an  open  formation,  then  have  the  first  one 
in  each  file  get  the  wands. 
Unit  1.  Al.    Swing  the  arms  fore-upward — 1 ;  return — 2. 

2.    Swing  the  arms  fore-upward— 1 ;  bend  the  arms,  wand 

behind  shoulders — 2;  reverse — 3;  return — 4. 
B.    Wand  behind  shoulders — Place.    With  raising  knees, 

in  place — Kun. 

Unit  2.  A.  Arms  fore-upward — Raise.  With  lowering  wand  be- 
hind shoulders,  bend  upper  trunk  backward — 1; 
return — 2. 

Bl.    Stride  left  forward  and  arms  fore-upivard — Raise. 
Bend  trunk  left  and  lower  wand  behind  shoulders 

— 1;  return — 2. 
The  same  exercise  right. 

2.  Stride  left  backward,  bend  right  knee  and  arms  to 

thrust — Bend.  Thrust  upward — 1;  turn  trunk 
right — 2 ;  reverse — 3 ;  return — 4. 

3.  Wand  behind  shoulders — Place.     Bend  trunk  fore- 

downward — 1 ;  return — 2. 

4.  Stride  left  forward  and  arms  to  thrust — Bend.    Turn 

trunk  left  and  thrust  upward — 1 ;  bend  trunk  left 
and  lower  wand  behind  shoulders — 2 ;  reverse — 3 ; 
return — 4. 

The  same  exercise  opposite. 

Unit  3.     1.   Arms  to  thrust — Bend.    Eaise  left  leg  sideward — 1; 
move  it  backward  and  lower  the  trunk  forward 
— 2;  reverse — 3;  return — 4. 
The  same  exercise  right. 
2.   With  raising  wand  fore-upward  rise  on  toes — 1 ;  deep 

knee  bend — 2 ;  reverse — 3 ;  return — 4. 
The  last  pupil  in  each  file  collects  the  wands. 

Breathing 

Common  step,  raising  the  arms  side-upward,  inhaling  during 
six  steps,  lowering  the  arms  and  exhaling  during  six  steps. 

IV.    APPARATUS  WORK 
Low  Horizontal  Ladder 
1.     Jump  to  a  support  frontways. 


FOR  JUNIOR  HIGH  SCHOOLS  91 

2.  Jump  to  a  riding  seat  behind  the  hands ;  dismount  \yithout 
a  turn. 

3.  Jump  as  in  2;  change  hands  behind  the  body  and  dis- 
mount without  a  turn. 

4.  As  Exercise  2,  but  dismount  with  a  quarter  turn  toward 
the  ladder. 

5.  As  Exercise  3,  but  dismount  with  a  quarter  turn  toward 
the  ladder. 

6.  As  Exercise  4  and  again  mount  to  a  seat  behind  the  hands. 
Dismount  with  half  turn. 

V.     A  GAME 
Prisoners'  Base.     (Darebase.) 

The  playfield  is  about  thirty  by  seventy-five  feet.  A  line 
across  the  field  at  each  end  marks  the  base  of  each  team.  At  the 
right  of  each  base  a  small  space  is  marked  off  as  a  prison.  The 
teams  each  consist  of  about  ten  players.  The  object  of  the  game  is 
to  make  prisoners  of  players  of  the  opposite  team.  Any  player 
may  be  made  a  prisoner  by  an  opposing  player  who  left  his  base 
later  than  the  first  player  did.  For  instance,  a  player  of  Team 
No.  1  leaves  his  base  and  advances  toward  the  base  of  Team  No.  2. 
Having  left  his  base,  he  may  be  tagged  by  any  player  on  Team 
No.  2.  When,  therefore,  an  opposing  player  runs  out  to  tag  him, 
he  quickly  retreats  to  his  own  base  before  being  tagged.  If  he  is 
tagged  before  reaching  his  base  he  is  a  prisoner  and  is  put  into 
the  prison  of  Team  No.  2.  If,  however,  a  player  from  his  own 
team  runs  out  to  support  him  and  this  new  player  (who  left  his 
base  later  than  the  pursuer)  succeeds  in  tagging  the  player  from 
Team  No.  2,  then  this  one  is  a  prisoner  and  is  placed  in  the  prison 
of  Team  No.  1. 

"When  a  prisoner  is  made  the  captain  of  the  team  designates 
a  player  whose  duty  it  is  to  guard  the  prison.  The  capture  of 
three  prisoners  by  one  team  wins  the  game.  Prisoners  may  be 
freed  when  one  of  the  players  succeeds  in  tagging  a  prisoner  of 
his  own  team  without  himself  being  tagged.  If  there  are  two  pris- 
oners, they  may  grasp  hands  and  stretch  out  toward  their  team, 
thereby  facilitating  their  release.  If  then  the  first  one  is  tagged 
they  are  both  free. 

The  referee  must  insist  upon  order.  He  should  not  allow  too 
many  players  on  the  field  at  once.  When  a  prisoner  has  been 
made  all  players  in  the  field  must  return  to  their  own  base  before 


92  EDUCATIONAL  GYMNASTICS 

another  play  may  be  started.  Only  one  prisoner  may  be  made 
during  a  play.  All  players  must  stand  behind  the  line  which 
marks  the  front  of  their  base.  As  soon  as  one  foot  is  over  the 
line  they  have  left  their  base  and  may  be  made  prisoners  by  an 
opposing  player  who  still  is  on  his  base. 

NOTE — Additional  assigned  work  for  this  period :  Goal  Throw- 
ing and  High  Jumping. 

ASSIGNMENT  V 
I.     TACTICS 

1.  Fall — In.    Dress.     Count  off  by  fours. 

2.  Squads  right — March.    Forward — March. 

3.  Facing  while  marching.    By  the  left  flank — March.    By 
the  right  flank — March.     To  the  rear — March. 

Next  arrange  the  class  in  single  front  ranks  of  four. 

4.  Form  to  the  left,  passing  in  rear — March. 

5.  Form  to  the  right,  passing  in  rear — March. 

II.     RUNNING.     RHYTHMIC  STEPS 

Eight — Face.  Running  forward — Eun.  Allow  the  class  to 
run  about  three  minutes.  Common  step — March. 

A.    Marching  Steps 

Arms  upward — Bend.  Common  step — March.  Straighten 
arms  forward,  swing  upward,  forward  and  bend,  two  steps  for 
each  movement. 

2.    As  1,  but  begin  with  straightening  sideward. 

B.    Dancing  Steps 

(a)  1.  Two  glide-polka-hops  obliquely  outward  and  inward 
(1-8)  then  face  partner,  grasp  hands  and  four 
gallops  sideward  in  the  line  of  march  (9-12)  and 
four  to  the  rear  (13-16). 

2.    As  1,  but  instead  of  the  gallop-steps  perform  eight 
leaps  forward  (9-16). 

(c)  1.  Schottische-step  obliquely  left  forward  and  two  swing- 
hops  (1-8) ;  repeat  obliquely  right  forward  (9-16). 

2.  Triple  balance-turn-hop  left  (1-4). 

3.  As  2,  right. 


FOR  JUNIOR  HIGH  SCHOOLS  93 

4.  Alternate  one  schottische-step  left  forward  (1-4)  with 

one  triple  balance-hop-turn  right  (5-8). 

5.  As  4,  but  beginning  right. 

6.  As  4,  alternated  with  eight  leaps  forward  (1-8;  9-16). 
(d)  1.     Two  cross  balance- steps  and  two   swing-hops  with 

arm- waving,  on,  the  lines  of  a  square  left  (1-6; 
7-12,  four  times). 

2.  As  1,  but  beginning  right. 

3.  Step  and  curtsy. 

4.  Arms  raised  sideward.     Step  and  curtsy  with  arm- 

waving  and  side-bending  of  the  trunk. 


III.     WAND  EXERCISES 

Arrange  the  class  in  an  open  formation.    The  right  leader  of 
each  rank  gets  the  wands. 

Unit  1.  Al.   Arms  to  thrust — Bend.    Thrust  alternately  forward 

and  upward  (1-2;  3-4). 
2.    Raise    wands    fore-upward — 1;    lower    wands    down 

backward — 2;  reverse — 3;  return — 4. 
B.    Wands  behind  shoulders — Place.    Hop  four  times  on 
left  foot,  raising  right  leg  sideward,  then  vice 
versa  (1-4;  5-8) ;  repeat  six  to  eight  times. 

Unit  2.  Al.   Arms  to  thrust — Bend.    With  straightening  arms  up- 
ward, bend  upper  trunk  backward — 1 ;  return — 2. 
Bl.   Arms  to   thrust — Bend.     Thrust  left  sideward  and 
right  upward — 1;  return — 2;  the  same  opposite— 
3-4. 

2.  Arms  to  thrust — Bend.    Lunge  left  forward — 1 ;  turn 

trunk  left  and  thrust  right  upward  and  left  side- 
ward— 2;  reverse — 3;  return — 4. 
The  same  opposite. 

3.  Arms  fore-upward — Raise.    With  swinging  the  arms 

downward  bend  the  trunk  fore-downward — 1 ;  re- 
turn—2. 

Unit  3.     1.    Raise  arms  fore-upward  and  left  leg  backward — 1; 

lower  trunk  forward — 2;  reverse — 3;  return — 4. 

2.    Bend  knees  and  raise  arms  forward — 1;  raise  arms 

upward — 2;  reverse — 3;  return — 4. 
The  last  one  of  each  rank  collect  the  wands. 


94  EDUCATIONAL  GYMNASTICS 

Breathing 

Inhale  deeply,  raising  the  arms  side-upward  and  return.  Ke- 
peat  six  to  eight  times. 

IV.     TRACK  AND  FIELD  WORK 
Fast  Running        Sprinting 

Look  over  your  yard  and  see  how  you  can  best  lay  out  a  track 
that  will  permit  fast  running.  If  possible  have  this  track  plainly 
marked.  This  is  not  only  a  means  of  saving  much  time  during  a 
class  lesson,  but  it  is  also  an  incentive  for  the  boys  and  girls  to 
practice  at  other  times.  Let  the  pupils  know  the  length  of  the 
track,  also  give  them  the  minimum  requirements  for  each  age  and 
for  both  sexes. 

Use  this  same  track  for  endurance  running.  Tell  the  pupils 
the  number  of  minutes  they  ought  to  be  able  to  run  leisurely,  with- 
out discomfort.  Impress  upon  them  the  fact  that  running  is  the 
best  exercise  for  developing  heart  and  lungs,  because  it  can  be 
indulged  in  anywhere  without  expense.  Tell  them  also  that  run- 
ning indoors  never  can  be  compared  with  running  outdoors  in  its 
effect  upon  health. 

Particularly  encourage  the  girls  to  practice  speed  running 
as  well  as  endurance  running,  during  which  no  effort  at  speed 
should  be  made. 

V.     A  GAME 
Volleyball 

Judging  a  moving  object  and  possessing  the  capacity  to  re- 
turn a  ball  accurately  are  qualities  of  the  more  highly  organized 
games  that  have  been  improving  by  means  of  many  games  played 
in  the  lower  grades.  Volleyball  presupposes  these  qualities  in  a 
high  measure.  The  game,  therefore,  appeals  to  older  players,  and 
as  it  is  one  of  those  games  that  can  be  played  well  even  in  the 
ordinary  sized  schoolyard,  it  should  be  played  much  in  the  upper 
grades.  If  the  players  are  not  expert  enough  allow  them  to  return 
the  ball  after  one  bounce,  as  well  as  on  a  fly.  Do  not  have  too 
many  players  on  a  team,  rather  have  more  teams.  If  a  net  is  not 
at  hand,  stretch  a  line  to  mark  the  center,  and  if  no  volleyball  is 
to  be  had  use  a  light  basketball. 

At  this  age  a  regular  volleyball  tournament  running  for  sev- 


FOR  JUNIOR  HIGH  SCHOOLS  95 

eral  weeks  will  help  to  create  even  in  sluggish  natures  a  desire  to 
become  proficient. 

A  division  of  all  the  boys  into  two  camps,  designated  by  the 
school  colors  into  reds  and  blues  (or  whatever  colors  the  school 
has)  forms  a  natural  basis,  not  only  for  a  volleyball  tournament 
embracing  all  pupils,  but  for  all  the  competition  work  of  a  grade, 
or  a  whole  school.  Color  contests  within  the  school  will  do  more 
for  the  development  of  the  athletic  life  of  a  school  than  the  most 
elaborate  contests  with  other  schools. 

NOTE — Do  not  overlook  Basketball  as  an  assigned  game,  and 
in  apparatus  work  there  should  be  a  review  of  Stallbar  and  High 
Horizontal  Ladder  work  at  this  time  of  the  term. 


ASSIGNMENT  VI 
I.     TACTICS 

1.  Fall — In.    Dress. 

2.  Three  steps  fonvard  and  face  left — March.   (Four  counts.) 

3.  Four  steps  forward  and  face  right — March.  (Five  counts.) 

4.  Face  left  and  four  steps  fonvard — March.    (Five  counts.) 

5.  Face  right  and  four  steps  forward — March.  (Five  counts.) 

II.     RUNNING.     RHYTHMIC  STEPS 

Right — Face.  Running,  forward — Run.  Allow  the  class  to 
run  from  three  to  four  minutes.  At  times  allow  the  pupils  to  run 
a  half  mile  at  a  slow  pace.  Gradually  increase  the  distance,  telling 
the  class  the  time  needed  to  run  this  distance.  Get  the  pupils  into 
the  habit  of  running  whenever  there  is  a  chance. 

A.    Marching  Steps 

1.  Alternate  marching  in  common  and  quick  step. 

2.  Alternate  running,  with  running  with  knee-raising. 

B.    Dancing  Steps 

(a)  1.     Alternate  two  glide-polka-hops  forward   (1-8)   with 
four  cut-hops  backward  (9-16). 

2.  As  1,  but  outward  and  inward. 

3.  Alternate  two  cut-hops  sideward  (1-4)  with  four  cuts 

sideward  (5-8). 


96  EDUCATIONAL  GYMNASTICS 

4.  Alternate  four  swing-hops  outward  and  inward  (1-8) 

with    four    balance   hops    outward    and   inward 
(9-16). 

5.  As  4,  with  vigorous  arm- waving  during  the  swing- 

hops. 

(c)  1.     On  a  square  left,  one  schottische-step  left  forward 

(1-4)   with  one  triple  balance-turn  right    (5-8). 
The   balance-turn   in   this   combination   is    only 
three-fourths  of  a  circle.     The  complete  move- 
ment has  four  times  eight  counts. 
2.    As  1,  but  on  a  square  right. 

(d)  1.    Alternate  two  cross  balance-steps  forward  (1-6)  with 

two  swing-hops  (7-12). 

2.  As  1,  outward  and  inward ;  also  with  arm- waving. 

3.  As  1,  alternated  with  twelve  running  steps  forward 

(1-12;  13-24). 

4.  Alternate  step  and  curtsy  outward  and  inward  (1-12) 

with  four  swing-hops  obliquely  outward  and  in- 
ward (13-24). 

5.  Eaise  arms  sideward,  as  3,  with  arm-waving. 


III.     WAND  EXERCISES 

Arrange  the  class  in  open  order.    Let  the  pupils  in  the  first 
file  get  the  wands. 

Unitl.  Al.   Arms  to  thrust — Bend.     Thrust  alternately  upward 

and  downward  (1-2;  3-4). 

B.  Wands  behind  shoulders — Place.  Hop  four  times  on 
left  foot  raising  right  leg  forward,  then  vice  versa 
(1-4;  5-8) ;  repeat  six  to  eight  times. 

Unit  2.  A.  Arms  to  thrust — Bend.  Thrust  forward — 1;  raise 
arms  upward  and  bend  upper  trunk  backward — 2 ; 
reverse — 3;  return — 4. 

Bl.   Arms  to  thrust — Bend.    Lunge  left  sideward — 1 ;  bend 
trunk  right  sideward;  thrust  left  arm  upward 
right  sideward — 2;  reverse — 3;  return — 4. 
The  same  opposite. 

2.   Lunge  left  sideward  and  arms  to  thrust — Bend.  Bend 
trunk  right  and  thrust  upward — 1;  bend  (sway) 
trunk  left — 2;  reverse — 3;  return — 4. 
The  same  opposite. 


FOR  JUNIOR  HIGH  SCHOOLS  97 

3.   Arms  to  thrust — Bend.    Bend  trunk  fore-downward 

and  thrust  downward — 1 ;  return — 2. 

Unit  3.     1.    Raise  left  leg  backward  and  arms  fore-upward — 1; 
lower  the  trunk  forward — 2;  reverse — 3;  return 
—4. 
2.    Bend  knees  and  raise  arms  forward — 1;  raise  arms 

upward — 2;  reverse — 3;  return — 4. 
The  last  files  collect  the  wands. 

Breathing 

Common  step,  inhaling  during  six  steps  and  exhaling  during 
four. 

Later  add  arm-raising  sideward. 

IV.    APPARATUS  WORK 

Balance  Beam 

1.  Support  stand  frontways.     Bend  the  arms  and  raise  the 
left  leg  backward.     The  same  right. 

2.  Hangstand  frontways.    Bend  and  straighten  the  arms. 

3.  Front  vault  over  the  beam. 

4.  As  Exercise  3  with  quarter  and  half-turns  toward  the 
beam. 

V.     A  GAME 
Indoor  Baseball 

Quickly  arrange  the  players  in  two  teams.  Allow  every  pupil 
to  play.  Place  the  extra  players  in  the  outfield. 

NOTE — Other  assigned  work  is ;  low  horizontal  ladder,  basket- 
ball far  throw,  pinball  and  basketball. 


98  EDUCATIONAL  GYMNASTICS 


SECOND  YEAR— SECOND  TERM 

ASSIGNMENT  VII 
I.     TACTICS 

1.  Fall — In.    Eight  Dress.    Count  off  ~by  fours. 

2.  While  marking  time.    Squads  left — March. 

3.  Squads  right — March. 

II.     BUSTLING.     KHYTHMIC  STEPS 

Right — Face.    Running,  forward — Run.    After  running  for  a 
few  minutes  command:  Common  step — March. 

A.    Marching  Steps 

Arrange  the  class  in  a  column  of  twos. 

Alternate  marching  in  common  and  in  quick  step. 

B.    Dancing  Steps 

(a)  1.     Cut  sideward  (1-2). 

2.  Same  as  1,  but  cut-hops  sideward  (1-2;  3-4). 

3.  Alternate  two  cut-hops  sideward  (1-4)  with  four  cuts 

sideward  (5-8). 

4.  Alternate  No.  3  (1-8)  with  four  glides  obliquely  for- 

ward left  and  four  right  (9-16). 

5.  Alternate  No.  3  (1-8)  with  four  swing-hops  forward 

(9-16). 

6.  Alternate  3,  with  eight  vigorous  marching  steps  (1-8; 

9-16). 

7.  As  5,  with  arms  raised  sideward  and  arm  waving  for- 

ward on  swing-hops. 

(b)  1.     Mazurka-hop  obliquely  left  forward,  hands  at  waist 

(1-3). 

2.  The  same  opposite. 

3.  Three  mazurka-hops   obliquely  left  forward  and  a 

three-step  (1-12);  repeat  right  (13-24).  During 
the  mazurka-hops  raise  the  curved  arm  of  the 
opposite  side. 


FOR  JUNIOR  HIGH  SCHOOLS  99 

4.    Alternate  two  mazurka-hops  with  six  leaps  forward 
(1-6;  7-12). 

III.     CLUB  SWINGING 

In  the  upper  grammar  grades  the  use  of  hand  apparatus  helps 
not  only  to  increase  the  attractiveness  of  the  free  exercises,  but  if 
properly  used  the  additional  weight  of  the  club,  dumbbell,  or  wand 
increases  the  effect  of  the  exercise.  Besides  this,  the  use  of  the 
clubs  introduces  another  feature  which  is  of  great  value  to  pupils 
in  the  upper  grades  and  in  high  schools.  This  is  the  element  of 
skill.  The  time  at  present  devoted  to  school  gymnastics  is  too 
short  to  admit  of  the  development  of  very  great  skill  in  club  swing- 
ing. But  it  does  allow  teachers  to  instruct  their  pupils  in  the 
fundamentals.  These  once  known,  many  pupils  will  practice  dur- 
ing their  free  time,  thus  increasing  their  skill  and  so  eventually 
developing  into  expert  club  swingers.  Club  swinging  in  this  re- 
spect is  like  apparatus  work  on  the  rings,  giant  stride,  ladders, 
horse,  etc.,  in  that  it  offers  to  pupils  a  means  of  self-activity,  of 
self-expression  that  the  ordinary  forms  of  free  exercises  do  not 
give. 

Unit  1.  Al.  Swing  arms  fore-upward — 1 ;  return — 2.  If  the  clubs 
appear  too  heavy  for  some  pupils  have  these 
grasp  the  clubs  in  the  center  instead  of  at  the 
handles. 

2.  Swing  arms  forward — 1;  two  hand-circles  forward — 

2-3 ;  lower— 4. 

3.  Swing  arms  fore-upward — 1;  bend  arms  and  swing* 

two  hand-circles  forward  at  side  of  shoulders — 
2-3 ;  lower— 4. 

4.  Clubs — Up.    Arm-circle  left  forward — 1-2 ;  right — 3-4. 
B.    Clubs  on  shoulders — Place.    Alternately  and  quickly 

raise  the  left  and  right  knee  forward  (1-2). 

Unit  2.  A.  Clubs  under  arms — Place.  Bend  upper  trunk  back- 
ward— 1;  return — 2. 

Bl.    Swing   arms   forward   and   stride   left   forward — 1; 
swing  arms  down  and  backward  and  lower  trunk 
forward — 2 ;  reverse — 3 ;  return — 4. 
The  same  right. 

2.  Left  forward — stride.  Swing  arms  forward — 1;  two- 
hand-circles  forward — 2-3 ;  swing  arms  down  and 
backward  and  lower  trunk  forward — 4. 


100  EDUCATIONAL  GYMNASTICS 

3.  Lunge  left  forward,  swing  clubs  forward  and  over 

shoulders — 1 ;  two  hand-circles  forward — 2-3 ;  re- 
turn to  starting  position — 4. 

4.  Left  forward — Lunge.     Swing  clubs  over  shoulder 

— 1;  two  hand  circles  forward — 2-3;  swing  clubs 
down  and  backward,  bending  trunk  forward — 4. 
The  same  right. 

Unit  3.     1.    Eaise  arms  and  left  leg  forward — 1;  raise  arms  up- 
ward— 2;  reverse — 3;  return — 4. 
The  same  right. 
2.    Eaise  arms  fore-upward  and  left  leg  forward — 1; 

bend  right  knee — 2;  reverse — 3;  return — 4. 
The  same  opposite. 

Breathing 

With  raising  arms  sideward  inhale  deeply;  exhale.  Kepeat 
four  to  six  times. 

IV.    APPARATUS  WORK 
Stallbars 

1.  Side-hang  rearways,  chinning   (as  far  as  the  bars  will 
permit). 

2.  Kaise  the  knees  upward  as  far  as  possible. 

3.  Eaise  the  legs  forward. 

4.  Eaise  the  legs  forward  and  then  upward  as  far  as  possible. 

V.     A  GAME 
Basketball 

By  this  time  the  greater  part  of  the  pupils  should  have  a  fair 
conception  of  the  game.  Arrange  a  tournament  after  school  hours, 
having  the  teams  play  short  games  so  that  all  teams  in  a  class 
may  play  on  a  designated  day.  Have  different  classes  play  on 
different  days. 

NOTE — Other  assigned  work:  Triple  Standing  Broad  Jump 
and  Passball  Variations. 

ASSIGNMENT  VIII 

I.     TACTICS 
1.    Fall — In.    Dress.     Count  off  ~by  fours. 


FOR  JUNIOR  HIGH  SCHOOLS  101 

2.  While  marking  time.    Squads  left  about — March. 

3.  Squads  right  about — March. 

4.  About — Face 

5.  Left  about — Face  (used  only  in  school  tactics). 


II.     RUNNING.     RHYTHMIC  STEPS 

Right — Face.  Running,  forward — Run.  After  running  for 
a  few  minutes  command :  Common  step — March.  Repeat  this. 

See  how  long  it  takes  the  class  to  run  a  half  mile  at  a  slow 
pace.  Gradually  increase  the  distance,  telling  the  class  how  long  it 
took  to  run  the  specified  distance. 


A.    Marching  Steps 

Arrange  the  class  in  opened  ranks.  In  executing  the  follow- 
ing movements  the  files  continually  countermarch  left  when  arriv- 
ing at  the  end  of  the  gymnasium  or  yard  space.  See  that  the 
proper  distance  is  kept  between  the  ranks  when  countermarching. 

A.  1.     Marching  in  common  step,  raising  arms  forward,  up, 

and  lowering  forward,  down.    Two  counts  to  each 
movement. 

2.     Alternate  eight  common  steps  with  eight  knee-raising 
steps. 

B.    Dancing  Steps 

B.  (a)  1.     Glide-polka  left  and  right  forward  (1-4;  5-8). 

2.  As  1,  obliquely  forward  left  and  right. 

3.  As  2,  alternated  with  eight  vigorous  marching  steps 

(1-8;  9-16). 

4.  Cut-hop  left  backward  and  right  forward  (1-4). 

5.  As  4  (1-4),  then  glide-polka  left  forward  (5-8);  re- 

peat right  (9-16). 

6.  As  5,  but  obliquely  forward. 

(b)  1.     Double  balance-hop  left  and  right  (1-3;  4-6). 

2.  Double  balance-hop  left   (1-3)  and  three  glides  left 

(4-6);  repeat  right  (7-12). 

3.  As  1,  alternated  with  six  running  steps  forward  (1-6; 

7-12). 


102  EDUCATIONAL  GYMNASTICS 

4.  Mazurka-hop  and  double  balance-hop  obliquely  for- 

ward left  (1-6) ;  repeat  right  (7-12). 

5.  As  4,  alternated  with  twelve  running  steps  forward 

(1-12;  13-24). 


III.     CLUB  SWINGING 

Unit  1.  Al.    Clubs — Up.     Arm-circle  left   outward — 1-2 ;  right— 
3-4. 

2.  Arm-circle  left  inward — 1-2 ;  right — 3-4. 

3.  Continuous    hand-circles  left    outward    (behind    the 

shoulder). 
The  same  right. 

4.  Clubs — Down.    Swing  arms  sideward — 1 ;  swing  down 

in  a  half-circle,  pendulum  swing — 2;  continue 
eight  to  ten  times. 

5.  Additional  swings.     Swing  arms  sideward  with  tip- 

ping clubs  on  forearms — 1 ;  swing  down  in  a  half- 
circle — 2;  continue  eight  to  ten  times. 

6.  Swing  arms   sideward  with  tipping — 1;   two   hand- 

circles  outward — 2-3 ;  swing  downward  in  a  half- 
circle — 4;  continue  six  to  eight  times. 
B.    Clubs    under    arms  —  Place.      Quickly    bend    and 
straighten  knees  (1-2). 

Unit  2.  Al.    With  swinging  clubs  over  shoulders  bend  upper  trunk 

backward — 1 ;  return — 2. 
Bl.   Left  forward — Stride.    Swing  arms  fore-upward — 1 ; 

bend  trunk  left — 2 ;  reverse — 3 ;  return — 4. 
The  same  right. 

2.  Left  fonvard-^Lunge.    Swing  arms  fore-upward  and 

bend  right  knee  (kneeling  right) — 1;  bend  trunk 
left  sideward — 2 ;  reverse — 3 ;  return — 4. 
The  same  opposite. 

3.  Jump  to  side-stride  and  arms  forward — Raise.    Bend 

trunk  fore-downward  and  swing  clubs  under 
arms — 1;  bend  trunk  backward  and  swing  clubs 
over  shoulders — 2;  continue  six  to  eight  times. 

4.  Clubs — Up.    Arm-  and  hand-circles  left  outward  twice 

—(1-2;  3-4) ;  lunge  left  sideward — 5;  bend  trunk 
left — 6 ;  straighten  trunk — 7 ;  replace  left  foot — 8. 
The  same  right. 


FOR  JUNIOR  HIGH  SCHOOLS  103 

5.    Lunge  left  sideward  and  clubs — Up.    Arm-  and  hand- 
circle  left  outward  twice — (1-2;  3-4) ;  bend  trunk 
left — 5 ;  straighten  trunk — 6 ;  again  bend  left — 7 ; 
return  to  starting  position — 8. 
The  same  right. 
Unit  3.     1.    Raise  arms  forward  and  left  knee  forward — 1;  raise 

arms  upward — 2;  reverse — 3;  return — 4. 
The  same  right. 

2.    Raise  arms  forward  and  left  knee  forward — 1;  raise 
arms  upward  and  straighten  left  leg  backward 
— 2;  reverse — 3;  return — 4. 
The  same  right. 

IV.    APPARATUS  WORK 
High  Horizontal  Ladder 

1.  Chinning. 

2.  Hand  traveling  backward  on  the  rails. 

3.  Hand  traveling  forward  on  the  rails  with  swinging  side- 
ward. 

4.  Side  hang.     Raise  the  knees,  then  straighten  the  legs  for- 
ward. 

5.  Raise  the  legs  forward. 

6.  Hand  jumping  forward  on  the  rails. 

V.    A  GAME 
Jumping  Circle 

Quickly  divide  the  class  into  two  circles  and  play  the  game. 
Later  put  all  the  good  jumpers  into  one  circle  and  start  a  new 
game  with  those  who  were  eliminated  by  being  touched. 

NOTE — Other  assigned  games.  Three  Deep,  Riderball  and 
Rabbits,  also  the  Running  Broad  Jump. 

ASSIGNMENT  IX 
I.     TACTICS 

1.  Fall — In.    Dress. 

2.  Mark  time  four  steps  and  four  steps  forward — March. 

3.  Mark  time  four  steps  and  four  steps  backward — March. 

4.  Face  left  and  four  steps  forward — March. 

5.  Face  right  and  four  steps  forward — March. 


104  EDUCATIONAL  GYMNASTICS 

II.     RUNNING.     RHYTHMIC  STEPS 

~Rigkt — Face.  Running,  forward — Run.  See  that  the  class 
acquires  an  "easy  step"  and  that  the  proper  distance  is  kept;  i.  e., 
that  the  class  does  not  "string  out."  After  running  for  a  few 
minutes  command :  Common  step — Marcli.  Repeat  this.  At  times 
give  the  command:  About — Face. 

A.    Marching  Steps 

A.  1.     March  in  quick  time. 

2.  Common  time  with  two-movement  arm  exercises ;  e.  g., 
raise  arms  sideward  (or  forward,  etc.),  four 
counts  to  each  movement. 

B.    Dancing  Steps 

B.  (a)  1.     Glide-polka  left  and  right  sideward  (1-4;  5-8). 

2.  As  1  (1-8),  but  alternate  with  four  swing-hops  for- 

ward (9-16). 

3.  As  2,  but  obliquely  outward  and  inward. 

4.  As  1,  alternated  with  eight  vigorous  marching  steps 

(1-8;  9-16). 

(b)  1.     Double  balance-hop  left  (1-3)  and  a  three-step  right 
(4-6),  then  repeat,  beginning  right  (7-12). 

2.  As  1,  beginning  right. 

3.  As  1,  outward  and  inward. 

4.  As  1,  alternated  with  twelve  running  steps  (1-12;  13- 

24). 

5.  Three  mazurka-hops  left  sideward  (1-9)  and  a  double 

balance-hop  turn  left  (10-12),  repeat  right  side- 
ward (13-24). 

III.     CLUB  SWINGING 

Unit  1.  Al.    Clubs — Up.     Continuous  hand-circles  backward   (at 
side  of  shoulders). 

2.  Alternate  four  hand-circles  backward  with  four  for- 

ward (1-4;  5-8). 
(1-4;  5-8). 

3.  Arm-circle  left  backward — 1-2;  right  backward — 3-4. 

4.  Clubs — Down.     Swing  arms  forward — 1;  hand-circle 

backward---2 ;    swing    clubs    over    shoulders — 3; 
swing  fore-downward — 4. 

B.  Clubs  under  arms — Place.  With  raising  knees,  in 
place — Run. 


FOR  JUNIOR  HIGH  SCHOOLS  105 

Unit  2.  Al.   Arms  fore-upivard — Raise.    Bend  upper  trunk  back- 
ward— 1;  return — 2. 
2.    Raise  arms  sideward  and  bend  upper  trunk  backward 

— 1;  return — 2. 

Bl.    Lunge  left  forward  and  raise  arms  forward — 1 ;  bend 

trunk  backward  and  swing  clubs  over  shoulders 

2;  straighten  trunk  and  hand-circles  forward  (at 

shoulders) — 3;  replace  foot  and  lower  arms— 4. 

The  same  right. 

2.  Left    backward — Stride.     Swing   arms    fore-upward 

and  bend  trunk  backward — 1;  straighten  trunk 
and  two  hand-circles  forward   (at  shoulders)— 
2-3 ;  swing  arms  fore-downward  and  bend  trunk 
fore-downward — 4. 

3.  Clubs  over  shoulders — Raise.    Swing  arms  down  and 

backward — 1;  swing  forward  and  two  hand-cir- 
cles backward — 2-3;  swing  over  shoulders — 4; 
lunge  left  forward — 5;  bend  trunk  forward — 6; 
straighten  trunk — 7 ;  close  the  feet — 8. 

The  same  right. 

Unit  3.     1.    Raise  left  leg  backward  and  arms  forward — 1 ;  move 
arms  sideward — 2;  reverse — 3;  return — 4. 

The  same  right. 

2.    Later  lower  trunk  forward  when  moving  arms  side- 
ward. 

IV.    APPAKATUS  WOKK 
Balance  Beams 

1.  Sidestand  frontways.     Front  vault  left ;  right. 

2.  Front  vault  with  a  quarter  turn  toward  the  beam. 

3.  Mount  to  a  riding  seat  behind  the  hands.    Dismount  with 
a  quarter  turn  toward  the  beam. 

4.  Mount  and  dismount  as  in  3  and  then  a  front  vault  left; 
right. 

5.  Front  vault  left  with  a  quarter  turn  right  followed  imme- 
diately by  a  second  front  vault  left. 

V.    A  GAME 
Captain  Dodgeball 
The  object  of  the  game  is  for  the  players  on  Team  A  to  hit  the 


106  EDUCATIONAL  GYMNASTICS 

members  of  the  opposing  Team  B  with  a  large,  hollow  ball  (basket- 
ball), except  as  noted  below. 

Divide  the  players  into  two  teams.  Team  A  is  placed  on  the 
outer  side  of  the  circle,  which  should  be  fifty  feet  in  diameter. 
The  members  of  Team  B  are  scattered  around  the  inside  of  the 

circle,   their   captain   being   in   a 
A  small  circle  in  the  center.     (See 

,*~~        ^  ^  ^  diagram.)     This  circle  is  5  feet  in 

, '  ^  ^          diameter. 

'  \  To  start  the  game  the  referee 

/        o  \     blows  the  whistle,  at  the  same  time 

i  \    tossing  the  ball  to  one  of  the  play- 

1  f       ^  !    ers  on  Team  A.     The  players  on 

i  (CAPTAIN}  (    Team  B  Defend  their  captain  by 

\  ^ — */         B        '    trying  to  intercept  the  thrown  ball. 

*  /     This  may  be  done  only  by  raising 

\  /       one 's  foot  so  that  the  ball  rebounds 

\  /         from  the  sole.     (Warding  off  the 

x  ^  ^  ^  '  '  ball  with  the  forearm  may  also  be 

"" ""  r  *  used  if  the  foregoing  is  too  stren- 

uous). 

If  the  ball  touches  any  other 

part  of  the  body  of  a  player  on  Team  B  he  is  out  and  leaves  the 
circle.  If  the  captain  is  struck  (who  may  not  leave  his  circle) 
he  remains  in  the  game,  but  the  captain  of  Team  A  has  the  right 
to  pick  two  players  of  Team  B  and  put  them  out.  Members  of  the 
attacking  team  must  always  stand  behind  the  line  when  throwing. 
Should  a  ball  roll  into  the  field  of  play  a  player  of  Team  A  may 
run  in  and  toss  the  ball  to  one  of  his  teammates.  At  the  end  of 
three  minutes  (or  any  other  specified  time)  count  the  number  of 
players  remaining  on  Team  B  and  credit  them  with  so  many 
points. 

The  sides  are  then  changed  and  the  second  half  of  the  game 
played. 

NOTE — Other  assigned  work :  Climbing  ropes  and  the  Eunning 
Hop,  Step  and  Jump.  See  that  your  captains  are  keeping  their 
records  of  the  track  and  field  events  of  each  member  of  their  team. 


FOR  JUNIOR  HIGH  SCHOOLS  107 

ASSIGNMENT  X 
I.     TACTICS 

1.  Fall — In.    Dress. 

2.  While  marking  time :  In  front  column  formation.    To  the 
rear — March. 

3.  In  single  flank  ranks :  Form  to  the  left — March;  also  right. 

II.     RUNNING.     RHYTHMIC  STEPS 

Right — Face.  Running,  forward — Run.  Have  the  class  run 
for  two  minutes  and  at  times  have  it  face  about.  Common  step — 
March. 

A.    Marching  Steps 

Arrange  the  class  in  a  column  of  twos. 

A.  1.    Alternate  eight  common  steps  with  eight  steps  on  tip- 

toes. 

2.    Alternate  eight  knee-raising  steps  with  eight  leg-rais- 
ing steps. 

B.    Dancing  Steps 

B.  (c)  1.     Schottische-step  obliquely  forward  left  and  right  (1-4; 

.     5-8). 

2.  Alternate    two    schottische-steps    obliquely   forward 

(1-8)  with  four  swing-hops  (9-16). 

3.  Alternate  two  schottische-steps  (1-8)  with  eight  leaps 

forward  (9-16). 

(d)  1.  Alternate  two  balance-steps  obliquely  outward  and 
inward  (1-6)  with  two  swing-hops  obliquely 
outward  and  inward  (7-12). 

2.  Alternate  two  balance-steps  forward  with  six  leaps 

forward  (1-6;  7-12). 

3.  As  1,  with  arms  raised  sideward  and  arm-waving 

(1-12). 

4.  As  2,  but  perform  cross-balance  steps  (1-12). 

III.     CLUB  SWINGING 

Unit  1.  Al.    Clubs — Up.     Double  arm-circles  outward   (1-8) ;  in- 
ward (9-16). 

2.    Clubs — Up.    Double  hand-circles  outward  (1-8) ;  in- 
'     ward  (9-16). 


108  EDUCATIONAL  GYMNASTICS 

3.  Left  club — Up.    Arm-  and  hand-circle  outward. 

4.  Eight  club — Up.    Arm-  and  hand-circle  outward. 

5.  Clubs — Up.    Double  arm-  and  hand-circles  outward. 

6.  Left  club — Up.     Arm-  and  hand-circle  outward,  the 

hand-circle  below  in  front  of  body. 

7.  Right  club — Up.     As  6,  but  right. 

B.    Clubs  under  arms — Place.    With  raising  knees,  in 
place — Bun. 

Unit  2.    A.    With  raising  arms  sideward  and  tipping  clubs  bend 

upper  trunk  backward — 1;  return — 2. 
Bl.   Both  arms  right  sideward — Raise.     Turn  trunk  left, 
swing  arms  down  and  forward — 1;  swing  over 
shoulders — 2 ;  hand-circles  forward — 3 ;  return  to 
starting  position — 4. 
The  same  opposite. 

2.  As  1,  with  swinging  arms  fore-upward — 1 ;  bend  arms 

and  two  hand-circles  forward — 2-3;  return — 4. 
The  same  opposite. 

3.  Swing  arms  forward  and  hand-circles  backward — 1; 

swing  over  shoulders  and  bend  trunk  backward 
— 2;  straighten  trunk  and  hand-circles  forward 
—3;  swing  down  and  bend  trunk  fore-down- 
ward— 4. 

4.  Both  arms  left  sideward — Eaise.     Swing  arms  down 

and  up  at  right  side  and  stride  left  forward — 1 ; 
turn  and  bend  trunk  left — 2 ;  straighten  trunk — 3 ; 
again  bend — 4 ;  straighten — 5 ;  return  to  starting 
position — 6 
The  same  opposite. 

Unit  3.     1.    Eaise  arms  sideward  and  left  leg  backward — 1 ;  lower 

trunk  forward — 2 ;  reverse — 3 ;  return  4. 
The  same  right. 

2.   With  raising  arms  side-upward  rise  on  toes — 1 ;  bend 
knees — 2;  reverse — 3;  return — 4. 

IV.    APPAKATUS  WOKK 
Low  Horizontal  Ladders 

1.  Sidestand  frontways.     Mount  to  a  riding  seat  behind  the 
hands.    Place  hands  in  rear  and  dismount  sideward. 

2.  Mount  and  dismount  as  in  1,  with  a  quarter  turn  toward 
the  ladder. 


FOR  JUNIOK  HIGH  SCHOOLS  109 

3.  Mount  and  dismount  as  in  2,  followed  immediately  by  an- 
other mount  to  a  riding  seat,  dismount  sideward. 

4.  For  strong  pupils.     Front  vault  over  the  ladder;  rear 
vault;  also  vaults  with  turns. 

V.    A  GAME 
Indoor  Baseball 

NOTE — Other  assigned  work:  Running  High  Jump  and  End- 
ball. 

ASSIGNMENT  XI 
I.     TACTICS 

1.  Fall — In.    Dress. 

2.  Mark  time  four  steps,  four  steps  fonvard  and  face  left — 
March. 

3.  Four  steps  forward,  mark  time  four  steps  and  face  left — 
March. 

II.    RUNNING.     RHYTHMIC  STEPS 

Right — Face.  Running,  forward — Run.  Allow  the  class  to 
run  about  three  minutes.  Face  about  several  times  during  the 
run. 

Common  step — March. 

A.    Marching  Steps 

A.  1.    Arms   upivard  -  -  Bend.      Common   step  —  March. 

Straighten  arms  forward,  swing  upward,  forward- 
and  bend,  two  steps  for  each  movement. 
2.    As  1,  but  begin  with  straightening  sideward. 

B.    Dancing  Steps 

B.  (a)  1.     Two  glide-polka-hops  obliquely  outward  and  inward 

(1-8),  then  face  partner,  grasp  hands  and  four 
gallops  sideward  in  the  line  of  march  (9-12)  and 
four  to  the  rear  (13-16). 

2.    As  1,  but  in  place  of  the  gallop-steps  perform  eight 

leaps  forward  (9-16). 

(c)  1.     Schottische-step  obliquely  left  forward  and  two  swing- 
hops  (1-8) ;  repeat  obliquely  right  forward  (9-16). 

2.     Triple  balance-turn-hop  left  (1-4). 


110  EDUCATIONAL  GYMNASTICS 

3.  As  2,  right. 

4.  Alternate  one  schottische-step  left  forward  (1-4)  with 

one  triple  balance-hop-turn  right  (5-8). 

5.  As  4,  but  beginning  right. 

6.  As  4,  alternated  with  eight  leaps  forward  (1-8;  9-16). 
(d)  1.     Two  cross  balance-steps   and  two   swing-hops  with 

arm- waving,  on  the  lines  of  a  square  left  (1-6; 
7-12,  four  times). 

2.  As  1,  but  beginning  right. 

3.  Step  and  curtsy. 

4.  Arms  raised  sideward.     Step  and  curtsy  with  arm- 

waving  and  side-bending  of  the  trunk. 

III.     CLUB  SWINGING 

Unit  1.  Al.  Clubs — Up.    Double  arm-circles  inward. 

2.  Left  Club — Up.    Arm-  and  hand-circle  inward. 

3.  Right  club — Up.     Arm-  and  hand-circle  inward. 

4.  Clubs — Up.     Arm-  and  hand-circle  alternately  left 

and  right  inward. 

5.  Clubs — Up.    Double  arm-  and  hand-circle  inward. 

6.  Left  club — Up.    Arm-   and  hand-circle  inward,  the 

hand-circle  below. 

7.  Right  club— Up.    As  6,  but  right. 

B.  Clubs  under  arms — Place.  Hop  four  times  on  left 
foot,  raising  right  leg  sideward  (1-4),  then  vice 
versa  (5-8;  repeat  six  to  eight  times. 

Unit  2.  Al.    Clubs — Up.    With  straightening  arms  sideward,  bend 

upper  trunk  backward — 1 ;  return — 2. 
2.    With  raising  arms  side-upward,  bend  upper  trunk 

backward — 1 ;  return — 2. 

Bl.  Stride  obliquely  left  forward  and  arms  obliquely 
right  backward — Raise.  Swing  arms  down  and 
obliquely  left  forward  and  turn  trunk  left — 1 ;  two 
double  hand-circles  forward  and  bend  left  knee— 
2-3 ;  return — 4. 
The  same  opposite. 

2.    As  Bl,  but  lunge  obliquely  left  forward.     Swing  arms 
down  and  obliquely  fore-upward  and  turn  trunk 
left — 1;  bend  arms  and  two  double  hand-circles 
f orward — 2-3 ;  return — 4. 
The  same  opposite. 


FOE  JUNIOR  HIGH  SCHOOLS  111 

3.  Jump  to  a  side  stride  and  clubs  under  arms — Place. 

Bend  trunk  fore-downward — 1 ;  backward — 2 ;  re- 
peat four  to  six  times. 

4.  As  2,  but  bend  trunk  backward  when  swinging  the 

arms  fore-upward. 
Unit  3.     1.   With  raising  arms  sideward,  raise  left  leg  backward 

— 1;  return — 2. 
The  same  right. 

2.   With  raising  arms  forward,  bend  knees — 1 ;  raise  arms 
upward — 2;  reverse — 3;  return — 4. 

IV.     TRACK  AND  FIELD  WORK 
Fast  Running        Sprinting 

See  that  your  yard  is  marked  so  that  you  can  immediately 
take  up  the  short  sprints  without  loss  of  time.  See  that  each 
pupil  knows  his  record  for  the  distance  to  be  covered.  Hold  your 
captains  responsible  for  giving  this  information  to  each  team 
member. 

After  two  trials  end  the  lesson  by  a  game. 

V.    A  GAME 
Endball 

Play  one  team  against  another. 

NOTE — Other  assigned  work  for  this  period.  Stallbars  and 
high  horizontal  ladders,  also  the  game  of  indoor  baseball.  For 
the  game  of  baseball  a  tournament  should  be  arranged  to  occupy 
all  the  after-school  time  until  vacation  time. 

ASSIGNMENT  XII 
I.     TACTICS 

1.  Fall — In.    Dress. 

2.  About  face  and  four  steps  fonvard — March. 

3.  Four  steps  fonvard  and  about  face — March. 

II.     RUNNING.     RHYTHMIC  STEPS 

Right — Face.  Running,  fonvard — Run.  Allow  the  class  to 
run  from  three  to  four  minutes.  By  this  time  all  pupils  should  be 
fairly  good  endurance  runners  who  can  easily  run  6  to  8  minutes. 


112  EDUCATIONAL  GYMNASTICS 

A.    Marching  Steps 

Arrange  the  class  in  a  column  of  twos. 

A.  1.     Alternate  marching  in  common  and  quick  step. 

2.     Alternate  running,  with  running  with  knee-raising. 

B.    Dancing  Steps 

B.  (a)  1.     Alternate  two  glide-polka-hops  forward   (1-8)   with 

four  cut-hops  backward  (9-16). 

2.  As  1,  but  outward  and  inward. 

3.  Alternate  two  cut-hops  sideward  (1-4)  with  four  cuts 

sidward  (5-8). 

4.  Alternate  four  swing-hops  outward  and  inward  (1-8) 

with  four  vigorous  balance-hops  outward  and  in- 
ward (9-16). 

5.  As  4,  with  vigorous  arm-swinging  during  the  balance- 

hops. 

(c)  1.     On  a  square  left,  one  schottische-step  left  forward 

(1-4)   with  one  triple  balance-turn  right   (5-8). 
The   balance-turn   in   this   combination   is    only 
three-fourths  of  a  circle.     The  complete  move- 
ment has  four  times  eight  counts, 
2.    As  1,  but  on  a  square  right. 

(d)  1.    Alternate  two  cross  balance-steps  forward  (1-6)  with 

two  swing-hops  (7-12). 

2.  As  1,  outward  and  inward ;  also  with  arm- waving. 

3.  As  1,  alternated  with  twelve  running  steps  forward 

(1-12;  13-24). 

4.  Alternate  step  and  curtsy  outward  and  inward  (1-12) 

with  four  swing-hops  obliquely  outward  and  in- 
ward (13-24). 

5.  Raise  arms  sideward,  as  4,  with  arm-waving. 

III.     CLUB  SWINGING 

Unit  1.  Al.    Clubs — Up.    Arm-circle  left  outward — 1-2 ;  right  in- 
ward—3-4;  both  to  the  left  twice  (5-6;  7-8). 

2.  The  same  opposite. 

3.  Double  arm-  and  hand-circle  left. 

4.  As  3,  but  right. 

5.  Double  arm-  and  hand-circle  left,  the  hand-circle  be- 

low. 


FOR  JUNIOR  HIGH  SCHOOLS  113 

6.  As  5,  but  right. 

7.  Double  arm-circles  left  with  double  hand-circles  below 

and  behind  shoulders  (1-3). 

8.  As  7,  but  right. 

NOTE — Further  progressions  in  difficulty  are : 

1.  The  hand  circles  below,  combined  with  double-arm  circles 
outward  as  well  as  inward. 

2.  The  hand  circles  above,  swung  in  front  of  the  arms,  with 
arms  straight  upward  (or  sideward). 

3.  As  2,  with  the  hand-circles  swung  behind  the  straight 
arms. 

4.  With  hand-circles  swung  in  front  and  behind  the  hips. 
And  lastly,  combination  of  two  or  more  of  the  above. 

B.  Clubs  under  arms — Place.  Hop  four  times  on  left 
foot,  raising  right  leg  forward  (1-4),  then  vice 
versa  (5-8) ;  repeat  six  to  eight  times. 

Unit  2.  A.  Clubs — Up.  Straighten  arms  sideward — 1 ;  bend  up- 
per trunk  backward  and  raise  arms  upward — 2; 
reverse — 3 ;  return — 4. 

Bl.  Clubs — Up.  Lunge  left  sideward  and  straighten  arms 
upward — 1;  double  arm-circles  left  and  bend 
trunk  left — 2;  straighten  trunk — 3;  again  bend 
trunk — 4;  straighten — 5;  return  to  starting  posi- 
tion— 6. 
The  same  right. 

2.  Clubs — Up.    Lunge  left  sideward  and  straighten  arms 

upward — 1;  double  arm-circles  right  and  bend 
trunk  right — 2;  reverse — 3;  return — 4. 
The  same  opposite. 

3.  Clubs  under  arms — Place.    Alternately  bend  the  trunk 

forward  and  backward  (1-2;  3-4). 

4.  Clubs — Up.     Lunge  left  sideward  with  double  arm- 

and  hand-circles  left — 1-2;  another  double  arm- 
and  hand-circle  left  with  replacing  left  foot — 3-4. 
The  same  right  sideward. 

5.  As  4,  but  in  opposite  direction;  i.  e.,  lunge  left  and 

circle  right ;  also  vice  versa. 

NOTE — Arm-  and  hand-circles  in  all  directions  may  be  com- 
bined with  lunging,  striding,  kneeling,  trunk  bending,  marching  a 
given  number  of  steps  forward,  sideward  or  backward,  also  with 
alternations  of  the  above,  giving  many  valuable  and  useful  com- 


114  EDUCATIONAL  GYMNASTICS 

binations.    Never,  however,  sacrifice  effectiveness  for  mere  va- 
riety. 

Unit  3.     1.    With  raising  arms  fore-upward  raise  left  leg  back- 
ward and  lower  trunk  forward — 1 ;  return — 2. 
2.    With  raising  arms  sideward  bend  knees — 1;  raise 
arms  upward — 2 ;  reverse — 3 ;  return — 4. 

IV.     TKACK  AND  FIELD  WORK 

Basketball  Far  Throw 

See  that  your  yard  is  marked  off  so  that  each  pupil's  throw 
can  immediately  be  recorded  by  the  captain  of  his  team.  After 
giving  each  pupil  three  throws  quickly  assemble  all  for  a  game. 

V.    A  GAME 
Indoor  Baseball 

While  this  game  should  be  the  most  prominent  one  at  this  time 
of  the  year,  do  not  overlook  the  value  of  an  occasional  change. 
When  the  opportunity  presents  itself  take  up  one  of  the  gymnastic 
games  or  a  variation  of  baseball  like  foot-baseball  or  pinball.  Also 
on  rainy  days  take  up  work  on  the  balance  beams  or  the  low  hori- 
zontal ladder. 


FOR  JUNIOR  HIGH  SCHOOLS  115 


THIRD  YEAR— FIRST  TERM 

ASSIGNMENT  I 

I.     TACTICS 

1.  Fall — In.    Eight — Dress.     Count  off  by  fours, 

2.  While  marking  time :  Squads  left — March. 

3.  Squads  right — March. 


II.     RUNNING.    RHYTHMIC  STEPS 

Fall — In.  Right — Face.  Running,  forward — Run.  Work  for 
an  easy  step.  See  that  the  leaders  do  not  take  steps  too  fast,  nor 
too  long.  After  running  for  about  a  minute  command:  Common 
step — March.  Repeat  this  several  times. 


A.    Marching  Steps 

Arrange  the  class  in  open  order.  The  marching  steps  are  to 
be  performed  in  an  opien  formation,  each  file  countermarching 
left  as  soon  as  it  arrives  at  the  confines  of  the  yard  space  reserved 
for  this  work. 

1.  Alternate  marching  in  common  step  and  in  quick  step, 
changing  upon  command. 

2.  Marching  in  common  step,  raising  the  arms  forward,  up, 
and  lowering  them  forward,  down.    At  first  have  each  movement 
performed  on  the  first  of  every  four  counts,  later  on  the  first  of 
every  two  counts. 

B.    Dancing  Steps 

(a)  1.     Cut-hop  sideward  left  and  right  (1-2 ;  3-4). 

2.  Perform  1  twice  left  and  right  and  then  alternate  with 

eight  marching  steps  (1-16)). 

3.  Cut-hop  sideward  left  and  right  (1-4),  then  four  cuts 

left  and  right  (5-8). 

4.  Perform  3,  then  take  eight  marching  steps  (1-16). 

5.  As  4,  but  eight  skip-steps  (1-16). 

6.  As  4,  but  eight  leaps  forward  (1-16). 


116  EDUCATIONAL  GYMNASTICS 

(b)  1.     Mazurka-hop  obliquely  left  forward,  hands  at  waist 
(1-3). 

2.  As  1,  to  the  right. 

3.  Three  mazurka-hops   obliquely  left  forward  and  a 

three-step  (1-12) ;  repeat  right  (13-24). 

III.     FREE  EXERCISES 

Arrange  the  class  in  open  order. 
Unit  1.    A.   Arms   upward — Bend.     Alternately    straighten    the 

arms  upward  and  sideward  (1-2;  3-4). 
B.   Hands  on  hips — Place.    Alternately  and  quickly  raise 

the  left  and  right  knee  forward  (1-2). 
Unit  2.   A.   Arms  sideward — Raise.    Bend  upper  trunk  backward 

— 1;  return — 2. 

Bl.   Hands   on  nips — Place.     Lower  trunk  forward — 1; 
raise — 2. 

2.  Arms  to  thrust — Bend.  Lunge  left  forward  and  thrust 

upward — 1;  lower  trunk  forward  and  arms  side- 
ward— 2;  reverse — 3;  return — 4. 
The  same  right  forward. 

3.  Lunge  left  forward,  lower  the  trunk  forward  (in  line 

with  right  leg — fall  out  left  forward)  and  arms  to 
thrust — Bend.    Thrust  upward — 1 ;  return — 2. 
The  same  right  forward. 

Unit  3.     1.   Hands  in  rear — Grasp.     With  bending  trunk  back- 
ward, raise  the  left  leg  forward — 1;  return — 2. 
The  same  right. 

2.    Hands  on  hips — Place.     Eaise  heels — 1;  bend  knees 
— 2;  reverse — 3;  return — 4. 

Breathing 

With  raising  arms  sideward,  inhale  deeply,  exhale.     Repeat 
several  times. 

IV.     TRACK  AND  FIELD  WORK 
For  the  year's  work  see  page  31. 

Triple  Standing  Broad  Jump 

Have  each  team  perform  three  or  four  jumps.     Get  the  best 
jump,  the  medium  jump  and  the  poorest  jump  of  each  team.    Im- 


FOR  JUNIOK  HIGH  SCHOOLS  117 

press  upon  the  poorer  jumpers  that  they  must  practice  this  jump 
whenever  they  have  a  chance  so  as  to  show  a  decided  improvement 
at  the  end  of  the  term.  See  that  the  team  captains  keep  a  record 
of  the  performances  of  each  team  member  in  each  one  of  the  stand- 
ard events.  Post  the  best  results  made  in  each  event  in  a  con- 
spicuous part  of  the  gymnasium. 

V.     A  GAME 
For  the  year's  work  see  page  28. 

Battleball 

NOTE — Additional  work  assigned  for  this  period:  Stallbars 
and  the  Standing  Broad  Jump. 

ASSIGNMENT  II 
I.     TACTICS 

1.  Fall — In.    Dress.     Count  off  by  fours. 

2.  While  marking  time :  Squads  left  about — March. 

3.  Squads  right  about — March. 

4.  About — Face. 

5.  Left  about — Face. 

II.     RUNNING.     RHYTHMIC  STEPS 

Fall — In.  Right — Face.  Running,  forward — Run.  Allow  the 
class  to  run  for  about  two  minutes.  Measure  off  220  yards;  at 
times  have  the  class  run  this  distance,  telling  how  long  it  took 
them.  Do  not  attempt  speed  running. 

A.    Marching  Steps 

Arrange  the  class  in  open  order.  In  marching  the  files  coun- 
termarch left  and  right. 

1.  Arms  to  thrust — Bend.     Thrust  forward  and  again  bend 
the  arms,  one  movement  on  every  step.     Thrust  sideward,  also 
upward. 

2.  Alternate   eight  common   steps  with  eight  knee-raising 
steps. 

B.    Dancing  Steps 

(a)  1.     Glide-polka  left  and  right  forward  (1-4;  5-8). 


118  EDUCATIONAL  GYMNASTICS 

2.  As  1,  alternating  with  eight  marching  steps. 

3.  Cut-hop  left  backward  and  right  forward  (1-4) ;  re- 

peat (5-8). 

4.  As  3,  alternating  with  eight  glides  (four  left  and  four 

right),  (1-16). 
(b)  1.     Double  balance-hop  left  and  right  (1-3;  4-6). 

2.  As  1,  alternating  with  six  marching  steps  (i-12). 

3.  Mazurka-hop  and  double  balance-hop  obliquely  for- 

ward left  (1-6)  repeat  right  (7-12). 

4.  As  3,  alternating  with  twelve  leaping  steps  forward 

(1-24). 

III.     FKEE  EXERCISES 

Arrange  the  class  in  open  order. 
Unit  1.  Al.    Arms  to  thrust — Bend.    Thrust  upward  and  sideward 

alternately  (1-4). 
2.   Hands — Clinch.     Swing  arms  sideward — 1;  bend  to 

strike — 2 ;  reverse — 3 ;  return — 4. 
B.   Hands  on  hips — Place.    Quickly  bend  and  straighten 

knees  (1-2). 
Unit  2.    A.   Hands — Clinch.     With    raising    arms    side-upward, 

bend  upper  trunk  backward — 1  return — 2. 
Bl.    Lunge  left  sideward  and  bend  arms  to  thrust — 1; 
straighten  arms  upward  and  bend  trunk  right — 2 ; 
reverse — 3;  return — 4. 
The  same  opposite. 

2.  Arms   to    thrust — Bend.     Lunge   left   sideward   and 

thrust  sideward — 1;  bend  trunk  right  and  bend 
arms  to  strike — 2 ;  reverse — 3 ;  return — 4. 
The  same  opposite. 

3.  Hands  on  hips — Place.     Bend  trunk  fore-downward 

— 1 ;  return — 2. 

4.  Jump  to  a  side  stride.    Bend  trunk  left  and  hands  on 

hips — Place.     Straighten  the  right  arm  upward 
— 1 ;  return — 2. 
The  same  exercise  opposite. 

Unit  3.  1.  Hands  on  hips — Place.  Raise  left  knee  forward — 1; 
straighten  arms  upward  and  left  leg  sideward — 2 ; 
reverse — 3 ;  return  4. 

2.  Eaise  arms  and  right  leg  forward — 1 ;  move  arms  side- 
ward and  raise  right  knee  forward — 2;  reverse 
— 3;  return — 4. 


FOB  JUNIOR  HIGH  SCHOOLS  119 

Breathing 

With  raising  arms  side-upward  inhale  deeply;  exhale.  Re- 
peat  several  times. 

IV.     TRACK  AND  FIELD  WORK 
Running  Broad  Jump 

Arrange  this  jump  like  the  triple  jump  and  see  how  many 
pupils  fall  below  the  age  requirements.  See  that  the  captains 
keep  after  these. 

V.     APPARATUS  WORK 
High  Horizontal  Ladder 

1.  Chinning. 

2.  Crosshang  on  beams;  hand  jumping  forward;  later  back- 
ward. 

3.  Eaise  the  knees,  straighten  legs  forward,  then  lower  them. 

4.  Raise  the  straight  legs  forward. 

5.  Traveling  on  the  rounds,  skipping  one  or  more. 

NOTE — Additional  work  assigned  for  this  period :  Three  Deep, 
Riderball  (for  boys),  Jumping  Circle  and  Rabbits. 


ASSIGNMENT  III 
I.     TACTICS 

1.  Fall — In.    Dress. 

2.  Mark  time  four  steps  and  four  steps  forward — March. 

3.  Mark  time  four  steps  and  four  steps  backward — March. 

4.  Face  left  and  four  steps  -forward — March. 

5.  Face  right  and  four  steps  fonvard — March. 

II.     RUNNING.     RHYTHMIC  STEPS 

Fall — In.  Right — Face.  Running,  forward — Run.  Allow  the 
class  to  run  from  three  to  four  minutes.  Measure  off  440  yards 
and  at  times  tell  the  class  how  long  it  took  them  to  run  this  dis- 
tance. This  should  not  be  speed  running,  but  an  attempt  to  get 
every  one  in  the  class  to  run  this  distance  easily  and  at  a  comfort- 
able pace. 


120  EDUCATIONAL  GYMNASTICS 

A.    Marching  Steps 

The  class  is  arranged  in  a  column  of  twos. 

1.  March  in  quick  time  with  a  vigorous  swinging  of  arms. 

2.  Arms  to  thrust — Bend.    While  marching  in  common  time? 
thrust  forward,  swing  the  arms  upward,  lower  them  forward  and 
bend  to  thrust,  a  movement  on  the  first  of  each  two  counts. 

B.    Dancing  Steps 

(a)  1.     Glide-polka  left  and  right  sideward  (1-4;  5-8). 

2.  Four  jumps  in  place,  on  1  jumping  to  a  side  stride 

position,  on  2  closing  the  feet  (1-8). 

3.  Combine  1  and  2  (1-16). 

4.  As  3,  but  crossing  the  legs  left  in  front  when  jumping 

from  the  side  stride  position  (1-16). 

5.  As  4,  with  swinging  the  arms  sideward  when  jumping 

to  the  side- stride  position  (1-16). 

(b)  1.    Double  balance-hop  left  (1-3)  and  a  three-step  right 

(4-6) ;  then  repeat,  beginning  right  (7-12). 

2.  As  1,  alternating  with  twelve  leaps  forward  (1-24). 

3.  Three  mazurka-hops  left  sideward  (1-9)  with  a  double 

balance-hop  turn  left  (10-12) ;  repeat  right  side- 
ward. 

4.  Four  jumps  in  place,  on  1  jump  to  a  side  stride,  on  2 

jump  and  cross  left  leg  in  front,  on  3  jump  and 
close  feet  (1-12). 

5.  Alternate  movement  3  left  sideward  with  4  (1-24) ; 

then  repeat  the  whole  to  the  right. 


III.     DUMBBELL  EXERCISES 

Arrange  the  class  in  open  order. 

Unit  1.    A.    Arms  to  thrust — Bend.     Thrust  right  upward  and 
left  downward— 1 ;  return — 2 ;  vice  versa — 3 ;  re- 
turn— 4. 
B.   Bells  on  hips — Place.    Alternately  and  quickly  raise 

the  left  and  right  knee  fore-upward  (1-2). 

Unit  2.  Al.   Bells  fore-upward — Raise.    Bend  upper  trunk  back- 
ward and  slowly  bend  arms  to  thrust — 1;   re- 
turn—2. 
2.    As  1,  but  lower  the  arms  sideward — 1;  return — 2. 


FOR  JUNIOR  HIGH  SCHOOLS  121 

Bl.   Arms  to  thrust — Bend.    Lunge  left  forward  and  thrust 
upward — 1 ;  bend  trunk  backward  and  lower  arms- 
sideward — 2;  reverse — 3;  return — 4. 
The  same  right. 

2.  Jump  to  a  side-stride.  Lower  trunk  forward  and  arms 

to  thrust— Bend.  Thrust  left  downward— 1; 
bend  left  and  thrust  right  downward — 2 ;  continue 
rapidly  eight  to  ten  times. 

3.  Left  backward — Stride.     Bend  trunk  backward  and 

bells  fore-upward — Raise.    Lower  the  arms  side- 
ward— 1;  return — 2. 
Unit  3.    1.    Raise  left  leg  backward  and  arms  forward — 1 ;  move 

arms  sideward — 2 ;  reverse — 3 ;  return — 4. 
The  same  right. 

2.    As  1,  but  lower  the  trunk  forward  when  moving  the 
arms  sideward. 

Breathing 

Marching  in  common  step,  inhaling  during  four  steps  and  ex- 
haling during  four  steps.  Later  increase  to  five  and  to  six  steps. 

IV.    APPARATUS  WORK 
Climbing  Ropes 

1.  Climb  up  on  one  rope,  come  down  hand  over  hand. 

2.  Between  two  ropes,  chinning. 

3.  Between  two  ropes,  bent  hang  and  short  swing. 

4.  Between  two  ropes,  turn  over  backward  with  bent  knees. 

V.    A  GAME 
Progressive  Dodgeball 

In  this  game  keep  the  regular  teams  together.  Eliminate  the 
poorer  teams  and  play  the  final  game  between  the  winners. 

NOTE — Additional  work  assigned  for  this  period:  Balance- 
Beams  and  the  Running  Hop,  Step  and  Jump. 

ASSIGNMENT  IV 
I.     TACTICS 

1.  Fall— In.    Dress. 

2.  While  marking  time:  In  front  column  formation,  To  the 
rear — March. 


122  EDUCATIONAL  GYMNASTICS 

3.  Additional  school  tactics :  In  single  flank  ranks,  Form  to 
the  left — March;  also  right. 

II.     BUNKING.     RHYTHMIC  STEPS 

Right — Face,  Running,  fonvard — Run.  Allow  the  class  to  run 
four  minutes.  At  times  allow  the  pupils  to  run  the  440  yards  at  a 
slightly  increased  cadence. 

A.    Marching  Steps 

Arrange  the  class  in  a  column  of  twos. 

1.  Alternate  eight  common  steps  with  eight  steps  on  tip  toe. 

2.  Arms  to  thrust — Bend.    While  marching  thrust  left  side- 
ward and  right  upward,  and  then  right  sideward  and  left  upward, 
performing  two  steps  to  each  movement. 

3.  Alternate  eight  knee-raising  steps  with  eight  leg-raising 
steps. 

B.    Dancing  Steps 

(c)  1.     Schottische-step  obliquely  forward  left  and  right  (1-4; 

5-8). 

2.  As  1,  alternating  with  eight  running  steps  (1-16). 

3.  Alternate    two    schottische-steps    obliquely    forward 

(1-8)  with  four  swing-hops  (9-16). 

4.  Alternate  four  swing-hops  (1-8)  with  eight  running 

steps  (9-16). 

(d)  1.    Alternate  two  balance- steps  obliquely  left  and  right 

(1-6)  with  two  swing-hops  forward  (7-12). 

2.  Alternate  two  double  balance-hops  left  and  right  (1-6) 

with  six  leaps  (7-12). 

3.  As  2  raising  the  left  arm  obliquely  forward  upward 

and  the  right  arm  sideward  when  hopping  left 
and  vice  versa  right  (1-6),  and  the  hands  on  hips 
when  leaping  (7-12). 

III.     DUMBBELL  EXERCISES 

Arrange  the  class  in  open  order. 
Unit  1.  Al.    Arms  to  thrust— Bend.     Thrust  alternately  upward 

and  sideward  (1-4). 
2.    Arms  at  side.     Swing  arms  side-upward — 1 ;  lower — 2. 


FOB  JUNIOR  HIGH  SCHOOLS  123 

B.    Bells  on  hips — Place.     Quickly  bend  and  straighten 

knees  (1-2). 

Unit  2.    A.    With  raising  arms  sideward  bend  upper  trunk  back- 
ward— 1;  return — 2. 
Bl.    Stride  left  forward  and  arms  to  thrust — Bend.    Bend 

trunk  left  and  thrust  upward — 1;  return — 2. 
The  same  right. 

2.  Lunge  left  forward  and  arms  to  thrust — Bend.  Thrust 

sideward — 1 ;  turn  trunk  left — 2 ;  reverse — 3 ;  re- 
turn— 4. 
The  same  right. 

3.  Jump  to  a  side  stride  and  arms  to   thrust — Bend. 

Bend  trunk  fore-downward  and  thrust  downward 
—1 ;  return — 2. 

4.  Stride  left  forward  and  arms  to  thrust — Bend.    Turn 

trunk  left  and  thrust  sideward — 1;  bend  trunk 

left  and  swing  right  arm  upward — 2 ;  reverse — 3 ; 

return — 4. 
The  same  opposite. 
Unit  3.     1.    Bells  on  hips — Place.     Raise  left  leg  sideward — 1; 

move  it  backward — 2;  lower  the  trunk  forward 

— 3;  position—^. 
The  same  right. 
2.    Arms  to  thrust — Bend.    Thrust  sideward  and  rise  on 

toes — 1;  bend  knees  and  raise  arms  upward — 2; 

reverse — 3;  return — 4. 

Breathing 

Common  ste"p,  raising  the  arms  side-upward,  inhaling  during 
six  steps ;  lowering  the  arms  and  exhaling  during  four  steps. 

IV.     APPARATUS  WORK 
Low  Horizontal  Ladder 

1.  Side- stand  frontways.     Front  vault  mount  to  a  straddle 
seat  behind  the  hands.     Dismount  to  the  right  side  with  a  quarter 
turn  left. 

2.  As  1,  after  the  dismount  immediately  repeat  the  mount 
and  dismount. 

3.  Front  vault  over  the  ladder. 

4.  As  3,  with  a  quarter  turn  toward  the  ladder. 

5.  As  4,  then  immediately  mount  as  in  1. 


124  EDUCATIONAL  GYMNASTICS 

V.    A  GAME 
Prisoners'  Base 

Keep  the  regular  teams  together  in  this  game.  Make  the 
captains  responsible  for  the  placing  of  the  players. 

NOTE — Additional  work  assigned  for  the  period :  Sunning  High 
Jump  and  Goal  Throw. 

ASSIGNMENT  V 
I.     TACTICS 

1.  Fall — In.    Dress. 

2.  Mark  time  four  steps,  four  steps  forward  and  face  left- 
March. 

3.  Four  steps  forward,  mark  time  four  steps  and  face  left- 
March. 

II.     EUNNING.     RHYTHMIC  STEPS 

Right — Face.  Running,  forward — Run.  Allow  the  class  to  run 
from  five  to  six  minutes.  Measure  off  a  half  mile  and  tell  the 
class  how  long  it  took  to  run  this  distance.  After  some  practice 
increase  the  cadence  slightly,  but  never  attempt  speed  running  as 
a  class  exercise. 

A.    Marching  Steps 

Arrange  the  class  in  a  column  of  twos. 

1.  Arms  to  thrust — Bend.    While  marching  in  common  step 
thrust  sideward,  swing  arms  upward,  lower  arms  sideward  and 
bend  to  thrust,  a  movement  on  the  first  of  each  two  steps  (1-8). 

2.  Alternate   eight   common   steps  with  eight  knee-raising 
steps. 

B.    Dancing  Steps 

(a)  1.  Two  glide-polkas  obliquely  forward  left  and  right 
(1-8),  then  eight  marching  steps  (9-16). 

(c)  1.  Schottische-step  obliquely  left  and  right  forward 
(1-8),  then  eight  running  steps  forward  (9-16). 

2.  As  1,  but  four  swing-hops  forward  in  place  of  the 

running  (9-16). 

3.  As  1,  but  a  triple  balance-hop  turn  left  and  right  (9- 

16). 


FOE  JUNIOK  HIGH  SCHOOLS  125 

(d)  1.     Two  cross  balance-steps   (1-6)   and  two  double  bal- 
ance-hops (7-12). 

2.  As  1,  with  arm  swings  during  the  balance-hops,  the 
left  arms  fore-upward,  the  right  arm  sideward 
when  hopping  left,  and  vice  versa  when  hopping 
right. 

III.    WAND  EXERCISES 

Arrange  the  class  in  open  order. 

Unit  1.  Al.    Vigorously  swing  the  arms  fore-upward — 1 ;  lower — 2. 
2.    Swing  the  wands  over  the  head  and  behind  the  shoul- 
ders— 1;  return — 2. 

Bl.  Wands  behind  shoulders — Place.  Hop  alternately 
three  times  left  and  right  (1-3;  4-6),  raising  the 
opposite  leg  sideward. 

2.   As  1,  but  raising  the  free  leg  forward,  also  backward. 
Unit  2.  Al.   Arms  to  thrust — Bend.    With  thrusting  upward  bend 

upper  trunk  backward — 1 ;  return — 2. 
2.   As  1,  but  stride  left  forward  (1-2). 
Bl.    Swing  arms  fore-upward — 1;  lower  backward  down- 
ward— 2;  reverse — 3;  return — 4. 

2.  Stride  left  forward  and  swing  arms  fore-upward— 1 ; 

turn  trunk  left  and  lower  wand  behind  shoulders 
— 2;  reverse — 3;  return — 4. 
The  same  right. 

3.  Jump  to  a  side-stride,  bend  arms  to  thrust  and  trunk 

fonvard — Bend.     Thrust   downward — 1;   return 
—2. 

4.  Stride  left  forward  and  arms  forward — Raise.    Turn 

trunk  left  and  swing  wand  left  upward  at  left 
side — 1;  return — 2. 
Same  exercise  right. 
Unit  3.    1.    Eaise  left  leg  backward  and  arms  fore-upward — 1; 

lower  trunk  forward — 2;  position — 3. 
The  same  right. 

2.  Bend  knees  and  raise  arms  forward — 1;  raise  arms 
upward — 2;  reverse — 3;  return — 4. 

Breathing 

Inhale  deeply,  raising  the  arms  fore-upward.  When  exhaling 
see  that  as  much  as  possible  of  the  residual  air  is  forced  from  the 
lungs. 


126  EDUCATIONAL  GYMNASTICS 

IV.     APPARATUS  WORK 
Stallbars 

1.  Hanging  rearways.     Grasp  the  highest  bar,  bend  arms 
(chinning),  as  far  as  possible. 

2.  Hanging  rearways.     Raise  the  knees  as  high  as  possible. 

3.  Eaise  the  knees,  then  straighten  legs  forward. 

4.  Eaise  and  lower  the  straight  legs. 

5.  Lying  frontways   on  the  benches,  trunk  exercises  aug- 
mented by  arm  positions. 

V.     A  GAME 
Volleyball 

Use  all  pupils  for  the  game,  but  let  the  teams  remain  together. 

NOTE — Additional  work  assigned  for  this  period:  High  Hori- 
zontal Ladders,  Short  Sprints  and  Basketball.  In  Basketball  see 
that  those  players  who  are  not  proficient  are  placed  in  charge  of 
a  good  player  of  this  team  who  is  to  instruct  them  and  bring  them 
up  to  the  average. 

ASSIGNMENT  VI 
I.     TACTICS 

1.  Fall — In.    Dress. 

2.  About  face  and  four  steps  forward — March. 

3.  Four  steps  forward  and  about  face — March. 

II.     RUNNING.     RHYTHMIC  STEPS 

Right — Face.  Running,  forward — Run.  Allow  the  class  to  run 
about  eight  minutes.  Measure  off  one  mile.  At  times  have  the 
class  run  this  distance  at  a  leisurely  pace ;  tell  them  how  long  it 
took  them  to  run  a  mile.  At  times  slightly  increase  the  cadence, 
but  do  not  allow  speed  running. 

A.    Marching  Steps 

Arrange  the  class  in  a  column  of  twos. 

1.  Alternate  marching  in  common  step  and  in  quick  step. 

2.  Alternate  eight  steps  inarching  on  the  toes  with  eight 
knee-raising  steps. 


FOE  JUNIOR  HIGH  SCHOOLS  127 

B.    Dancing  Steps 

(a)  1.     Alternate  two  glide  polka-hops  forward   (1-8)   with 
eight  marching  steps  (9-16). 

2.  As  1,  but  with  four  cut-hops  backward  (9-16). 

3.  Alternate   two   cut-hops   sideward — (1-4)    with   four 

jump-steps  in  place  (5-8). 

4.  As  3,  but  with  four  cuts  sideward  (5-8). 

(c)  1.     Alternate  two  schottische  steps  forward   (1-8)  with 

two  triple  balance-hops  forward  (9-16). 

2.  Two   triple  balance-hops   forward   ,(1-8)    with   eight 

leap-steps  forward  (9-16). 

3.  Same  as  2,  with  arm  raising  left  obliquely  forward 

upward  and  right  sideward,  and  vice  versa  (1-8), 
and  arms  sideward  during  the  leaping  steps  (9- 
16). 

(d)  1.    Alternate  two  cross  balance-steps  obliquely  forward 

(1-6)  with  six  running  steps  (7-12). 

III.     WAND  EXERCISES 

Arrange  the  class  in  open  order. 

Unit  1. .  Al.   Arms  to  thrust — Bend.     Thrust  alternately  forward 
and  upward  (1-4). 

2,  Raise  the  wand  left  upward,  at  left  side — 1 ;  raise  both 

arms  upward — 2 ;  lower  the  left  hand,  wand  right 
upward,  at  right  side — 3 ;  lower  the  arms — 4. 

3.  As  2r  beginning  right  (right,  up,  left,  dowTn),  (1-4). 
B.    Wand  behind  shoulders — Place.    Jump  to  a  side  stride 

— 1 ;  jump  crossing  left  in  front — 2 ;  position — 3 ; 
repeat  ten  to  fifteen  times.  Later  add  a  slight 
knee  bending  on  the  first  count.  At  times  change 
to  right  in  front. 

Unit  2.  Al.    Wand  fore-upward— Raise.    Bend  upper  trunk  back- 
ward— 1 ;  return — 2. 
2.    As  1,  from  the  fall-out  forward. 

Bl.    Arms  to  thrust — Bend.  Lunge  left  sideward  and  raise 

arms  left  sideward — 1 ;  bend  trunk  right  and  raise 

wand  left  upward  (at  left  side) — 2;  reverse — 3; 

return — 4. 

2.   Arms   to   thrust — Bend.     Fall-out  left   forward — 1; 

thrust  upward — 2 ;  reverse — 3 ;  return — 4. 
The  same  right. 


128  EDUCATIONAL  GYMNASTICS 

3.  Stride  left  sideward  and  arms  fore-upward — Raise. 

Bend  the  trunk  left — 1;  sway  to  the  right — 2; 
continue  left  and  right  (1-2).- 

4.  Jump  to  a  sidestride  and  arms  to  thrust — Bend.  Bend 

trunk  fore-downward  and  thrust  downward — 1; 
return — 2. 

Unit  3.  1.  Eaise  the  arms  fore-upward — 1 ;  lower  the  trunk  for- 
ward and  raise  the  left  leg  backward — 2 ;  position 
—3. 

The  same  right. 

2.  Bend  knees  and  raise  the  arms  fore-upward — 1 ;  lower 
the  wand  behind  the  shoulders — 2;  reverse — 3; 
return — 4. 

Breathing 

Common  step,  inhaling  and  exhaling  during  a  specified  num- 
ber of  steps. 

IV.     APPAEATUS  WORK 
Balance  Beam 

1.  Walking  forward  on  the  beam  with  added  leg  movements. 

2.  As  1,  but  walking  backward. 

3.  Side  stand  frontways.     Front  vault  with  a  quarter  turn 
toward  the  beam. 

4.  Eear  vault. 

5.  As  4,  with  a  quarter  turn  toward  the  beam. 

Y.    A  GAME 
Indoor  Baseball 

NOTE — Additional  work  assigned  for  this  period:  Low  Hori- 
zontal Ladder,  Basketball  Far  Throw,  Pinball  and  Basketball. 


FOR  JUNIOR  HIGH  SCHOOLS  129 


THIRD  YEAR— SECOND  TERM 

ASSIGNMENT  VII 
I.     TACTICS 

1.  Fall — In.    Eight — Dress.     Count  off  by  fours. 

2.  While  marching  forward :  Squads  left — March. 

II.     RUNNING.     RHYTHMIC  STEPS 

Right — Face.  Running,  forward — Run.  From  a  run  of  about 
two  minutes  gradually  increase  the  time  to  about  eight  minutes. 
At  times  have  the  class  run  specified  distances  in  a  specified  time, 
based  upon  their  performances  during  the  first  term. 

A.    Marching  Steps 

Arrange  the  class  in  open  order.  The  marching  steps  are  to 
be  performed  in  an  open  formation,  each  file  countermarching  left 
as  soon  as  it  arrives  at  the  confines  of  the  yard  space  reserved  for 
this  work. 

1.  Alternate  marching  in  common  step  and  in  quick  step, 
changing  upon  command. 

2.  Marching  in  common  step,  raising  the  arms  forward,  up 
and  lowering  them  forward,  down.    At  first  have  each  movement 
performed  on  the  first  of  every  four  counts,  later  on  the  first  of 
every  two  counts. 

B.    Dancing  Steps 

(a)  1.     Cut-hop  sideward  left  and  right  (1-2;  3-4). 

2.  Perform  1  twice,  left  and  right  and  then  alternate 

with  eight  marching  steps  (1-16). 

3.  Cut-hop  sideward  left  and  right  (1-4),  then  four  cuts 

left  and  right  (5-8). 

4.  Perform  3,  then  follow  with  eight  marching  steps  (1- 

16). 

5.  As  4,  but  follow  with  eight  skip-steps  (1-16). 

6.  As  4,  but  follow  with  eight  running  leap  steps  (1-16). 

(b)  1.    Mazurka-hop  obliquely  left  forward,  hands  at  waist 

(1-3). 


130  EDUCATIONAL  GYMNASTICS 

2.  As  1,  to  the  right. 

3.  Three  mazurka-hops   obliquely  left   forward   and   a 

three-step  (X-12) ;  repeat  right  (13-24). 

III.     CLUB  SWINGING 
Arrange  the  class  in  open  order. 

Unit  1.  Al.    Clubs — Up.     Continuous  hand  circles  forward-swing 
(1-2;  1-2,  etc.). 

2.  As  1,  but  hand  circles  backward. 

3.  Clubs— Up.    Arm  circle  left  forward  (1-2) ;  right  for- 

ward (3-4)  y  both  arms  forward  (5-6). 

4.  Half  circles  (pendulum  swings),,  forward  and  back- 

ward, also  sideward  in  front  of  the  body  (1-2). 
B.    Clubs  on  shoulders— Place.    Alternately  and  quickly 
raise  the  left  and  right  knee  forward  (1-2). 

Unit  2.    A.    Clubs  fore-upward — Raise.    Bend  upper  trunk  back- 
ward— 1 ;  return — 2. 

Bl.  Clubs — Up.  Swing  arms  fore,  down,  and  backward 
— 1 ;  swing  clubs  over  shoulders — 2 ;  two  hand  cir- 
cles forward  (at  side  of  shoulders  (3-4);  then 
continue  (1-4). 

2.  Grasp  clubs  in  tlie  middle  and  arms  for  thrust — Bend. 

Bend  trunk  fore-downward  and  thrust  downward 
—1;  return — 2. 

3.  Stride  left  forward  and  swing  arms  fore-upward — 1; 

lower  trunk  forward  and  arms  sideward — 2;  re- 
verse— 3 ;  return — 4. 

4.  Clubs— Up.    Arm  and  hand  circle  left  forward  (1-2) ; 

continue. 

5.  As  4,  but  right  arm,  then  alternately;  then  both. 

Unit  3.     1.    Eaise  arms  and  left  leg  forward — 1;  raise  arms  up- 
ward and  bend  right  knee — 2 ;  reverse — 3 ;  return 


The  same  opposite. 

2.    As  1  but  moving  left  leg  sideward  when  raising  arms. 
The  same  opposite. 

Breathing 

With  raising  arms  sideward,  inhale  deeply,     Eepeat  four  to 
six  times. 


FOR  JUNIOR  HIGH  SCHOOLS  131 

IV  (a).     APPARATUS  WORK 
Stall  Bars 

1.  Hanging  rearways  from  the  uppermost  round,  bend  the 
arms  as  far  as  possible. 

2.  Hanging  rearways,  raise  and  lower  the  straight  legs. 

3.  On  the  benches  lying  frontways :  Trunk'  exercises  aug- 
mented by  arm  positions. 

4.  On  the  benches  lying  rearways:   Trunk  exercises  aug- 
mented by  arm  positions. 

IV.  (b),    A  GAME 
Passball  Variations 

Play  one  team  against  another,  gradually  eliminating  the  poor 
teams. 

NOTE — Additional  work  assigned  for  this  period:  Triple 
Standing  Broad  Jump  and  Basketball. 

ASSIGNMENT  VIII 
I.     TACTICS 

1.  Fall — In.    Dress.     Count  off  by  fours. 

2.  While  marching  forward :  Squads  left  about — March. 

3.  Squads  right  about — March. 

4.  To  the  rear— March. 

II.     RUNNING.     RHYTHMIC  STEPS 

Right — Face.  Running,  fonvard — Run.  The  pupils  by  this 
time  should  be  able  to  run  eight  minutes  without  any  great  effort. 
They  also  should  be  able  to  run  440  or  880  yards  in  good  form,  and 
at  a  fair  cadence. 

A.    Marching  Steps 

Arrange  the  class  in  open  order.  In  marching,  the  files  coun- 
termarch left  and  right. 

1.  Arms  to  thrust — Bend.    Thrust  forward  and  again  bend 
the  arms,  one  movement  on  every  step.     Thrust  sideward^  also  up- 
ward. 

2.  Alternate   eight  common   steps  with   eight  knee-raising- 
steps. 


132  EDUCATIONAL  GYMNASTICS 

B.    Dancing  Steps 

(a)  1.     Glide-polka  left  and  right  forward  (1-4;  5-8). 

2.  As  1,  followed  by  eight  marching  steps. 

3.  Cut-hop  left  backward  and  right  forward  (1-4) ;  re- 

peat (5-8). 

4.  As  3,  followed  by  four  glides  left  (5-8).     The  same 

right. 

(b)  1.     Double  balance-hop  left  and  right  (1-3;  4-6). 

2.  As  1,  followed  by  six  marching  steps  (1-12). 

3.  Mazurka-hop  and  double  balance-hop  obliquely  for- 

ward left  (1-6) ;  repeat  right  (7-12). 

4.  As  3,  followed  by  twelve  leaps  forward  (1-24). 

III.     CLUB  SWINGING 
Arrange  the  class  in  open  order. 

Unit  1.  Al.    Clubs — Up.     Continuous  hand  circles  left  outward, 

behind  the  shoulder  (1-2;  1-2). 
The  same  right  outward. 

2.  Instead  of  swinging  the  hand  circles  behind  the  shoul- 
ders swing  them  below,  in  front  of  the  body,  the 
arm  being  extended. 

3.  Clubs— Up.  Arm  circle  left  outward  (1-2) ;  right  (3-4) ; 

both  5-6. 

4.  As  3,  but  inward  (1-6). 

5.  Pendulum  swings  from  side  to  side  both  arms  moving 

together  (1-2). 

6.  Additional  swings.    Raise  both  arms  right  sideward- 

Raise.     Pendulum   swing  left — 1;  tip  clubs   on 
fore-arms — 2;  repeat  right  (3-4). 

7.  Pendulum  swing  forward  with  tipping  clubs  on  fore- 

arms— 1;  two  hand-circles  forward  (2-3);  swing 
down  and  backward — 4. 

B.    Clubs  under  arms — Place.  Quicklybend  and  straighten 
knees  (1-2). 

Unit  2.    A.    With  swinging  clubs  over  shoulders  bend  upper  trunk 

backward — 1 ;  return — 2. 

Bl.    Clubs — Up.    Straighten  arms  upward  and  lunge  left 
sideward — 1;  two  double  arm  circles  left  (2-3); 
position — 4. 
The  same  right. 


FOE  JUNIOR  HIGH  SCHOOLS  133 

2.  Clubs — Up.    Straighten  arms  upward  and  lunge  left 

sideward — 1;  double   arm  circle   left  and  bend 
trunk  left — 2 ;  reverse — 3 ;  return — 4. 
The  same  right. 

3.  As  2,  but  swaying  from  side  to  side  several  times  be- 

fore returning  to  the  starting  position. 

4.  Clubs  up  and  left  forward — Lunge.    Straighten  arms 

sideward  (clubs  in  line  with  arms)  and  bend  trunk 
left — 1 ;  bend  trunk  right — 2 ;  reverse — 3 ;  return 


The  same  opposite. 

Unit  3.     1.    Eaise  the  arms  right  and  the  left  leg  left  sideward — 1 ; 
raise  the  arms  upward  and  bend  the  right  knee 
—2 ;  reverse — 3 ;  return — 4. 
The  same  opposite. 

2.    As  1,  but  instead  of  raising  the  arms  move  them  left 
sideward. 


Breathing 

With  raising  arms  sideward,  inhale  deeply.     Eepeat  four  to 
six  times. 

IV.    APPARATUS  WORK 
High  Horizontal  Ladder 

1.  Side-hang,  facing  inward.     Chinning. 

2.  Side-hang,  facing  outward;  under  grip.    Eaise  the  knees 
and  straighten  the  legs  upward. 

3.  As  2  and  pull-up,  lying  on  top  of  the  ladder  (for  strong 
pupils). 

4.  Cross-hang    on    beams.    Hand-jumping    forward;    later 
backward. 

5.  Traveling  forward  on  the  rounds,  skipping  one  or  more. 


V.    A  GAME 
Riderball  (for  Boys)        Jumping  Circle  (for  Girls) 

NOTE — Additional  work  assigned  for  this  period:  Eunning 
Broad  Jump,  and  the  games  Three  Deep,  Eabbits  and  Basketball. 


134  EDUCATIONAL  GYMNASTICS 

ASSIGNMENT  IX 
I.     TACTICS 

1.  Fall — In.    Dress. 

2.  While  marching  fomvard,  four  steps  forward  and  face  left 
— repeated  four  times — March  (marcMng  in  a  square  left). 

3.  Four  steps  forward  and  face  right,  repeated  four  times- 
March  (begin  with  the  right  foot). 

II.     KUNNING.     RHYTHMIC  STEPS 

Right — Face.  Running,  forward — Run.  Allow  the  class  to 
run  for  eight  minutes.  At  times  command  " About — Face."  If 
running  has  been  practiced  regularly  the  class  should  be  able  to 
run  a  mile  in  good  form  without  any  effort. 

A.    Marching  Steps 

The  class  is  arranged  in  a  column  of  twos. 

1.  March  in  quick  time  with  a  vigorous  swinging  of  arms. 

2.  Arms  to  thrust — Bend.    While  marching  in  common  time, 
thrust  forward,  swing  the  arms  upward,  lower  them  forward  and 
bend  to  thrust,  a  movement  on  the  first  of  each  two  steps. 

B .    D  ancing  Steps 

(a)  1.     Glide-polka  left  and  right  sideward  (1-4;  5-8). 

2.  Four  jumps  in  place,  on  1  jumping  to  a  side  stride 

position  on  2  closing  the  feet  (1-8). 

3.  Combine  1  and  2  (1-16). 

4.  As  3,  but  crossing  the  legs  left  in  front  when  jumping 

from  the  Side-stride  position  (1-16). 

5.  As  4,  with  swinging  the  arms  sideward  when  jumping 

to  the  side  stride  position  (1-16). 

(b)  1.     Double  balance-hop  left  (1-3)  and  a  three-step  right 

(4-6) ;  then  repeat,  beginning  right  (7-12). 

2.  As  1,  followed  by  twelve  leaps  forward  (1-24). 

3.  Three  mazurka-hops  left  sideward  (1-9)  with  a  double 

balance-hop  turn  left  (10-12) ;  repeat  right  side- 
ward. 

4.  Four  jumps  in  place,  on  1  jump  to  a  side  stride,  on  2 

jump  and  cross  left  leg  in  front,  on  3  jump  and 
close  feet  (1-12). 


FOE  JUNIOR  HIGH  SCHOOLS  135 

III.     CLUB  SWIKGING 

Arrange  the  class  in  open  order. 

Unit  1.  Al.  Clubs — Up.  Continuous  hand  circles  backward  (1-2, 
1-2,  etc.).  Perform  these  circles  at  the  side  of  the 
shoulders  also  with  the  arms  extended  forward, 
and  also  with  the  arms  extended  downward. 

2.  Clubs— Up.     Arm  circles  backward  left  (1-2);  right 

(3-4);  both  (5-6). 

3.  Swing  arms  forward — 1;  two  hand-circles  backward 

(2-3) ;  lower  the  arms  and  swing  them  backward 
—4. 

4.  Swing  arms  forward — 1;  two  hand-circles  backward 

(2-3) ;  two  hand-circles  forward  (4-5) ;  lower  the 
arms  and  swing  them  backward — 6. 
B.    Clubs  under  arms — Place.     Quickly  and  alternately 

raise  left  and  right  leg  forward  (1-4). 
Unit  2.    A.    Arms  sideward — Raise.    With  raising  arms  upward 

bend  upper  trunk  backward — 1 ;  return — 2. 
Bl.    Lunge  left  forward  and  raise  arms  fore-upward — 1; 
bend  trunk  backward— 2;  reverse — 3;  return — 4. 

2.  As  1,  with  lowering  arms  sideward  when  bending 

backward. 
The  same  right. 

3.  Left   backward-stride.     Swing  clubs  over   shoulders 

and  bend  trunk  backward — 1;  straighten  trunk 
and  two  hand-circles  forward  (2-3) ;  swing  arms 
fore-downward  and  lower  trunk  forward — 4. 

4.  Grasp   clubs  in  center  and  arms   to   thrust — Bend. 

Jump  to  a  side-stride  and  lower  trunk  forward 
—1.  Thrust  downward  alternately  left  and  right 
(1-4). 

Unit  3.     1.    Raise  the  left  leg  backward  and  the  arms  sideward — 1 ; 
raise  the  arms  upward — 2 ;  reverse — 3 ;  return — 4. 
The  same  right. 
2.    As  1,  lowering  the  trunk  forward  when  raising  the 

arms. 
The  same  right. 

Breathing 

Marching  in  common  step,  inhaling  and  exhaling  during  a 
specified  number  of  steps. 


136  EDUCATIONAL  GYMNASTICS 

IV.    APPARATUS  WORK 
Climbing  Eopes 

1.  Climb  up  on  one  rope  and  come  down  on  the  next. 

2.  Between  two  ropes.     Turn  over  backward  and  return. 

3.  Between  two  ropes.     Pendulum  swing  between  two  ropes. 
Bent-arm  hang.     Jump  forward  for  height  (over  a  rope  placed 
between  the  jump  standards). 

4.  Attempts  at  climbing  hand  over  hand. 

V.    A  GAME 
Progressive  Dodgeball 

NOTE — Additional  work  assigned  for  this   period:   Balance 
Beam,  Eunning  Hop,  Step  and  Jump  and  Basketball. 

ASSIGNMENT  X 
I.     TACTICS 

School  tactics.    Class  arranged  in  single  front  ranks. 

1.  Fall — In.    Dress. 

2.  Quarter  wheel  left  and  face  left — March.  Form  to  the  left 
— March. 

3.  Quarter  wheel  right  and  face  right — March.    Form  to  the 
right — March. 

II.     RUNNING.    RHYTHMIC  STEPS 

Eight — Face.    Running,  forward — Run.    Kun  for  eight  min- 
utes.   Vary  the  exercise  by  facings,  by  running  in  figures,  etc. 

Do  not  neglect  to  run  specified  distances  in  specified  time. 

A.    Marching  Steps 

Arrange  the  class  in  a  column  of  twos. 

1.  Alternate  eight  common  steps  with  eight  steps  on  the  toes. 

2.  Arms  to  thrust — Bend.    While  marching,  thrust  left  side- 
ward and  right  upward,  and  then  right  sideward  and  left  upward, 
a  movement  on  the  first  of  each  two  steps. 

3.  Alternate  eight  knee-raising  steps  with  eight  leg-raising 
steps. 


FOR  JUNIOR  HIGH  SCHOOLS  137 

B.    Dancing  Steps 

(c)  1.     Schottische-step  obliquely  forward  left  and  right  (1-4; 

5-8). 

2.  As  1,  followed  by  eight  running  steps  (1-16). 

3.  Alternate    two    schottische-steps    obliquely  forward 

(1-8)  with  four  swing-hops  (9-16). 

4.  Alternate  four  swing-hops  (1-8)  with  eight  running 

steps  (9-16). 

(d)  1.    Alternate  two  balance-steps  obliquely  left  and  right 

(1-6)  with  two  swing-hops  forward  (7-12). 

2.  Alternate  two  double  balance-hops  left  and  right  (1-6) 

with  six  leaping  steps  (7-12). 

3.  As  2,  raising  the  left  arm  obliquely  forward  upward 

and  the  right  arm  sideward  when  hopping  left 
and  vice  versa  right  (1-6)  and  the  hands  on  hips 
when  leaping  (7-12). 

III.     CLUB  SWINGING 
Arrange  the  class  in  open  order. 

Unit  1.  Al.  Horizontal  hand  circles  under  the  arm.  Raise  the  left 
arm  and  club  forward  (knuckles  up).  The  club  is 
held  by  the  knob  and  hangs  downward.  Continu- 
ous hand  circles  outward  (1-2,  1-2,  etc.). 

The  same  exercise  right,  then  both. 

The  same  exercise  inward  first  left;  then  right,  later 
with  both. 

2.  Clubs — Up.     Double  arm  and  hand  circles  outward 

(1-2). 

The  same  inward.  Later  swing  the  hand  circles  below 
in  front. 

3.  Clubs — Up.    Double  arm  and  hand  circles  left  (1-2) ; 

then  right. 

B.    Clubs  under  arms — Place.  Quickly  bend  and  straighten 
knees  (1-2). 

Unit  2.    A.    With  raising  arms  sideward  and  tipping  clubs,  bend 

upper  trunk  backward — 1 ;  return — 2. 
Bl.    Stride  obliquely  left  forward  and  arms  sideward — 
Raise.     Turn  trunk  left — 1;  bend  trunk  left — 2; 
reverse — 3;  return — 4. 
The  same  right. 


138  EDUCATIONAL  GYMNASTICS 

2.  As  1,  raising  the  right  arm  upward  when  bending  left 

(1-4). 

3.  Jump  to  a  side  stride  and  arms  fore-upward — Raise. 

Turn  trunk  left — 1 ;  sway  from  left  to  right  (2-7) ; 
return — 8. 
The  same  exercise  right. 

4.  Swing  arms  forward  and  two  hand-circles  backward 

(1-2) ;  swing  over  shoulders  and  bend  trunk  back- 
ward— 3;  straighten  trunk  and  two  hand-circles 
forward  (4-5) ;  swing  down  and  bend  trunk  fore- 
downward — 6;  swing  upward  and  straighten 
trunk — 7;  pqsition— 8. 

Unit  3.  1.  Eaise  arms  fore-upward  and  left  leg  backward — 1; 
lower  arms  sideward  and  raise  left  knee  forward 
— 2 ;  straighten  left  leg  forward — 3 ;  position — 4. 

The  same  right. 

2.    Eaise  left  leg  backward,  lower  trunk  forward  and 
raise  arms  sideward — 1;  return — 2. 

The  same  right. 

Breathing 

Inhale,  raising  arms  side-upward ;   exhale.     Repeat  several 
times. 

IV.    APPARATUS  WORK 
Low  Horizontal  Ladder 

1.  Side  stand  frontways.     Front  vault  mount  to  a  straddle 
seat  behind  the  hands.     Change  position  of  hands  to  the  rear  and 
rear  vault  dismount. 

2.  Bear  vault  mount  to  a  straddle  seat  in  front  of  hands. 
Eear  vault  dismount. 

3.  Front  vault. 

4.  Eear  vault. 

5.  As  3  and  4  with  quarter  and  half  turns  toward  the  ladder. 

V.    A  GAME 
Endbalt 

The  pupils  by  this  time  should  be  able  to  pass  a  basketball 
quickly  and  accurately  so  that  the  game  of  endball  should  give  . 
them  much  exercise  and  amusement. 


FOR  JUNIOR  HIGH  SCHOOLS  139 

NOTE — Additional  work  assigned  for  this  period:  Running 
High  Jump  and  Indoor  Baseball. 

ASSIGNMENT  XI 
I.     TACTICS 

Additional  school  tactics.  Class  arranged  in  single  front 
ranks. 

1.  Fall — In.    Dress. 

2.  Half  wheel  left  and  face  left — March. 

3.  Half  wheel  right  and  face  right — March. 

II.     RUNNING.     RHYTHMIC  STEPS 

Right — Face.  Running,  forward — Run.  Run  for  eight  min- 
utes. Run  the  recognized  distances.  In  the  short  distances  in- 
crease the  effectiveness  of  the  exercise  by  asking  for  different 
arm  positions  during  part  of  the  run,  or  by  raising  the  knees  high 
while  running: 

A.    Marching  Steps 

Arrange  the  class  in  a  column  of  twos. 

1.  Arms  to  thrust — Bend.    While  marching  in  common  step 
thrust  sideward,  swing  arms  upward,  lower  arms  sideward,  and 
bend  to  thrust,  a  movement  on  the  first  of  each  two  steps  (1-8). 

2.  Alternate   eight   common   steps   with   eight  knee-raising 
steps. 

B.    Dancing  Steps 

(a)  1.     Two  glide-polkas  obliquely  forward  left  and  right 
(1-8),  then  eight  marching  steps  (9-16). 

(c)  1.     Schottische-step    obliquely   left    and    right    forward 

(1-8),  then  eight  running  steps  forward  (9-16). 

2.  As  1,  but  four  swing-hops  forward  in  place  of  running 

(9-16). 

3.  As  1,  but  a  triple  balance-hop  turn  left  and  right  in 

place  of  running  (9-16). 

(d)  1.     Two  cross  balance-steps  (1-6)  and  two  double  balance- 

hops  (7-12). 

2.  As  1,  with  arm  swings  during  the  balance-hops,  the 
left  arm  fore-upward,  the  right  arm  sideward 
when  hopping  left,  and  vice  versa  when  hopping 
right. 


140  EDUCATIONAL  GYMNASTICS 

III.     CLUB  SWINGING 
Arrange  the  class  in  open  order. 

Unit  1.  Al.    Eaise  the  left  arm  and  club  forward  (knuckles  down) 
— Eaise.    Continuous  horizontal  hand  circles  out- 
ward above  the  arm  (1-2;  1-2). 
The  same  exercise  right,  then  both. 
The  same  exercise  inward  left,  right,  both. 

2.  Eaise  both  arms  right  sideward — Eaise.     Swing  the 

arm  in  a  half  circle  forward  and  to  the  left — 1; 
then  return  to  the  right  in  the  same  manner — 2. 

3.  As  2,  but  performing  a  double  horizontal  hand-circle 

when  swinging  from,  right  to  left — 1 ;  then  swing 
down  and  up  again  to  the  starting  position  right 
sideward — 2. 

4.  As  3,  but  beginning  left  sideward. 

5.  Clubs — Up.     Double  arm  and  hand-circles  left,  the 

hand  circles  below  (1-2;  1-2). 

B.  Clubs  under  arms — Place.  Hop  three  times  left  and 
right  (1-3;  4-6),  raising  the  opposite  leg  side- 
ward. 

Unit  2.    A.    Clubs — Up.    With  straightening  arms  sideward  bend 

upper  trunk  backward — 1 ;  return — 2. 

Bl.    Eaise  the  arms  fore-upward  and  fall-out  obliquely  left 
forward — 1;   bend  the   trunk  backward — 2;   re- 
verse— 3 ;  return — 4. 
The  same  right. 

2.  As  1  with  bending  arms  and  lowering  clubs  over  shoul- 

ders when  bending  backward. 
The  same  right. 

3.  Stride  obliquely  left  forward  and  swing  arms  fore- 

upward — 1;  bend  the  arms  and  two  hand  circles 
forward  (2-3) ;  bend  trunk  fore-downward,  swing- 
ing arms  downward — 4;  straighten  trunk,  swing- 
ing arms  upward — 5 ;  two  hand-circles  forward  at 
shoulders  (6-7) ;  position  8. 
The  same  right. 

Unit  3.     1.    Raise    left   knee    forward    and    arms    sideward — 1; 
straighten  the  left  leg  backward  and  lower  trunk 
forward — 2 ;  position — 3. 
The  same  right. 


FOR  JUNIOR  HIGH  SCHOOLS  141 

IV.     APPARATUS  WORK 
High  Horizontal  Ladder 

1.  Chinning,  hanging  on  one  beam. 

2.  Cross-hang  on  the  beams.     With  swinging  sideward  travel 
backward. 

3.  Travel  backward  on  the  rounds,  skipping  one  or  more 
rounds. 

4.  Side-hang  on  one  beam,  facing  outward ;  under  grip.    Pull 
up  on  the  ladder  (for  strong  pupils). 

5.  Hang  as  in  4 ;  bend  arms  and  raise  knees,  then  straighten 
legs  forward. 

6.  Cross-hang  on  the  beams.    Hand-jumping  forward,  back- 
ward and  sideward. 

V.     A  GAME 
Volleyball 

NOTE — Additional  work  assigned  for  this  period:  Stallbars, 
Short  Sprints  and  Indoor  Baseball.  For  Indoor  Baseball  a  tourna- 
ment should  be  arranged  with  scheduled  games  for  all  the  available 
time  until  the  close  of  school. 

ASSIGNMENT  XII 
I.     TACTICS 

Additional  school  tactics.  Class  arranged  in  single  front 
ranks. 

1.  Fall — In.    Dress. 

2.  Half  wheel  left  and  four  steps  forward — March. 

3.  Half  wheel  right  and  four  steps  forward — March. 

4.  Four  steps  forward  and  half  wheel  left — March. 

5.  Four  steps  forward  and  half  ivheel  right — March. 

II.     RUNNING.     RHYTHMIC  STEPS 

Right — Face.  Running,  forward — Run.  Run  up  to  eight 
minutes.  Also  run  short  distances  in  specified  time. 

A.    Marching  Steps 

Arrange  the  class  in  a  column  of  twos. 

1.  Alternate  marching  in  common  step  and  in  quick  step. 

2.  Alternate  eight  steps  marching  on  the  toes  with  eight 
knee-raising  steps. 


142  EDUCATIONAL  GYMNASTICS 

B.    Dancing  Steps 

(a)  1.     Alternate  two  glide-polka-hops  forward   (1-8)    with 
eight  marching  steps  (9-16). 

2.  As  1,  but  with  four  cut-hops  backward  (9-16). 

3.  Alternate   two    cut-hops    sideward    (1-4)    with   four 

jumps  in  place  (5-8). 

4.  As  3,  but  four  cuts  sideward  in  place  of  jumps  (5-8), 

(c)  1.     Alternate  two  schottische  steps  forward   (1-8)   with 

two  triple  balance-hops  forward  (9-16). 

2.  Alternate  two  triple  balance-hops  forward  (1-8)  with 

eight  leaps  forward  (9-16). 

3.  Same  as  2,  with  arm  raising  left  obliquely  fore-up- 

ward and  right  sideward,  and  vice  versa  (1-8) 
and  arms  sideward  during  the  leaps  (9-16). 

(d)  1.    Alternate  two  cross  balance-steps  obliquely  forward 

(1-6)  with  six  running  steps  (7-12). 

III.     CLUB  SWINGING 

Arrange  the  class  in  open  order. 

Unit  1.  Al.  Clubs — Up.    Hand  circles  forward  and  later  backward; 
on  the  outside  and  also  the  inside  of  arms. 

2.  Horizontal  hand  circles  alternating  above  and  below 

the  arms. 

3.  Eeview  arm-  and  hand-circles  outward,  inward,  left 

and  right,  also  the  hand-circles  at  the  shoulders 
and  below. 

4.  Combination  of  arm  circles  with  one  hand- circle  at 

the  shoulder,  a  second  hand-circle  above,  a  third 
at  the  opposite  shoulder  and  a  fourth  below. 

5.  Combinations  of  both  arms  as  in  4. 

B.    Clubs  under  arms — Place.     Jump  four  times,  per- 
forming a  complete  turn  left   (1-4) ;  then  right 
(5-8). 
Unit  2.  Al.    Eaise  the  left  leg  backward  and  the  arms  sideward 

— 1;  return — 2. 
The  same  right. 
2.    As  1,  slowly  bending  the  upper  trunk  backward. 

The  same  opposite. 

Bl.    Left  forward — Stride.    Swing  the  arms  fore-upward 
and  turn  trunk  left — 1;  bend  trunk  left — 2;  re- 
verse— 3 ;  return — 4. 
The  same  opposite. 


FOB  JUNIOR  HIGH  SCHOOLS  143 

2.  Lwige  left  forward  and  arms  sideward — Raise.   Turn 

trunk  left — 1 ;  raise  arms  upward — 2 ;  reverse — 3 ; 
return — 4. 
The  same  right. 

3.  Turn  trunk  left  and  swing  clubs  over  shoulders — 1; 

two  hand  circles  forward  (2-3) ;  bend  trunk  fore- 
downward  and  swing  arms  down  and  backward 
—4 ;  straighten  trunk  and  swing  clubs  over  shoul- 
ders— 5;  two  hand-circles  forward  (6-7);  posi- 
tion— 8. 

The  same  right. 

Unit  3.  1.  Bend  the  knees  and  raise  arms  forward — 1 ;  straighten 
the  knees,  raising  left  knee  forward  and  the  arms 
upward — 2 ;  straighten  the  left  leg  backward  and 
lower  the  arms  sideward — 3 ;  position — 4. 

The  same  opposite. 

IV.     TRACK  AND  FIELD  WORK 

Basketball  Far  Throw 

First  have  each  team  throw  for  itself.  Then  have  the  better 
and  the  poorer  throwers  of  all  teams  compete  against  another. 

V.    A  GAME 
Foot  Baseball 

NOTE — Additional  work  assigned  for  this  period:  Balance 
Beam,  Low  Horizontal  Ladder ;  also  the  games  of  Pinball  and  In- 
door Baseball. 


144 


EDUCATIONAL  GYMNASTICS 


INDEX 


PAGE 

Age  Aims  and  Records: 

Running,    50,    60,    75    and    100 

yards   36 

Standing  Broad   Jump 36 

Running  Broad  Jump 36 

Triple  Standing  Broad  Jump ...  36 

Running  Hop,  Step  and  Jump . .  36 

Running  High  Jump 36 

Basketball  Overhead  Far  Throw.  36 
Basketball      Round      Arm      Far 

Throw   36 

Indoor  Baseball  Far  Throw 36 

Age- Groups,  Material  for 7 

Apparatus  Work  (Summary)    ....  29 

Assigned  Work,  in  Typical  Lessons  45 

Balance-Hop    (illustration)   43 

Basketball  Far  Throw 62 

Battleball 48 

Bend  Arms  to  Thrust  (illustration)  40 

Bend  Knees  (illustration) 38 

Bend  Trunk  Fore-downward  (illus- 
tration)      37 

Broad  Jump,  Standing 48 

Broad  Jump,  Running 51 

Broad  Jump,  Triple  Standing 65 

Broad  Jump,  Aims  and  Records. . .  36 

Captainball    60 

Captain  Dodgeball   105 

Chart  of  Age  Aims  in  Track  and 

Field  Work 36 

Club  Exercises  23, 107, 

110, 112, 130, 132, 135, 137, 140,  142 
Clubs  Up   (Starting  Position),   (il- 
lustration)   43 

Credits  for  Physical  Education  ...  16 

Curtsy   (illustration)    44 

Dancing  Steps   (Summary)    24 

Day  or  Night 57 

Definitions,  Military  Tactics 17 

Dodgeball,  in  a  Circle  55 

Dodgeball,  Captain   105 

Dumbbell  Exercises 56,  58, 

61,  99, 102, 120,  122 
Eighth  Grade  (Second  Year),  First 

Term 82 

Assignment  1 82 

Assignment  2 84 

Assignment  3 86 

Assignment  4 89 

Assignment  5 92 

Assignment  6 95 

Eighth  Grade,  Second  Term 98 

Assignment  7 98 


PAGE 

Assignment  8 1001 

Assignment  9 103 

Assignment  10  107 

Assignment  11 109 

Assignment  12 Ill 

Fall-out,  Forward  ( Sideward,  Back- 
ward),  (illustration)    40 

First  Year  (Seventh  Grade),  First 

Term    46 

Assignment  1 46 

Assignment  2 49 

Assignment  3 52 

Assignment  4 55 

Assignment  5 57 

Assignment  6 60 

First  Year,  Second  Term 64 

Assignment  7 64 

Assignment  8 66 

Assignment  9  70 

Assignment  10 73 

Assignment  11 75 

Assignment  12 78 

Free  Exercises   (Summary)    22 

Foot  Placing  (illustration) 39,  44 

Games  ( Summary)    26 

Games,  Rules  for: 

Battleball    48 

Captainball   60 

Captain  Dodgeball   105 

Day  or  Night 57 

Dodgeball,  in  a  Circle 55 

Jumping  Circle   69 

Pass-Ball  Relay 66 

Poison   62 

Riderball 69 

Three  Deep    51 

Gymnastic  Positions  (illustration) .  37 

High  School  Methods   15 

Hop,  Step  and  Jump,  Running. ...  54 

Illustrations,   Gymnastic  Positions.  37 

Instruction  Material 21 

Jumps,  Age  Aims  and  Records  for.  36 

Jump,  Standing  Broad   48 

Jump,  Running  Broad    51 

Jump,  Running  Hop,  Step  and. ...  54 

Jump,  Running  High   57 

Jump,  Triple  Standing  Broad 65 

Jumping  Circle,  Game  of 69 

Knee  Bending   (illustration) 38 

Lessons : 

Seventh  Grade  (First  Year) 46 

Eighth  Grade  (Second  Year)...  82 

Ninth  Grade   (Third  Year) 98 


FOB  JUNIOR  HIGH  SCHOOLS 


145 


PAGE 

Lesson     Plans     for     Forty-Minute 

Periods 3 

Lower  the  Trunk  Forward  (illus- 
tration )  37 

Lunge  Forward  (Sideward,  Back- 
ward), (illustration)  40 

Marching  Steps 24 

Material  for  Age-Groups 7 

Material,  Instruction  (Summaries).  21 

Military  Tactics,  Definitions  of  ...  17 
Ninth   Grade    (Third  Year),   First 
Term: 

Assignment  1 82 

Assignment  2 84 

Assignment  3 86 

Assignment  4 89 

Assignment  5 92 

Assignment  6 95 

Ninth  Grade,  Second  Term 98 

Assignment  7 98 

Assignment  8 100 

Assignment  9 103 

Assignment  10 107 

Assignment  11 109 

Assignment  12 Ill 

Objects  of  Physical  Training 1 

Pass-Ball  Relay  with  Encircling. . .  66 
Place  the  Foot  Forward  (Backward, 

Sideward)    39,  44 

Poison,  Game  of 62 

Principles. Underlying  the  Combina- 
tion of  Movements  into  Exer- 
cises    13 

Rhythmic  Steps  (Summary)    24 

Rider-ball,  Game  of 69 

Roster  for  Junior  High  Schools. . .  32 

Running  Broad  Jump   51 

Running   Broad   Jump,   Aims   and 

Records  36 

Running  Hop,  Step  and  Jump ....  54 
Running    Hop,    Step    and    Jump, 

Aims  and  Records 36 

Running  High  Jump  57 

Running    High    Jump,    Aims    and 

Records   36 

Second  Year  (Eighth  Grade),  First 

Term   82 

Assignment  1 82 

Assignment  2 84 

Assignment  3 86 

Assignment  4 89 

Assignment  5 92 

Assignment  6 95 

Second  Year,  Second  Term 98 

Assignment  7 98 


PAGE 

Assignment  8 100 

Assignment  9 103 

Assignment  10  107 

Assignment  11 109 

Assignment  12 Ill 

Selection    of    Material    for    Age- 
Groups   7 

Seventh  Grade  (First  Year),  First 

Term   46 

Assignment  1 46 

Assignment  2 49 

Assignment  3 52 

Assignment  4 55 

Assignment  5 57 

Assignment  6 60 

Seventh  Year,  Second  Term 64 

Assignment  7 64 

Assignment  8 66 

Assignment  9 70 

Assignment  10 73 

Assignment  11 75 

Assignment  12 78 

Sprinting 59 

Standing  Broad  Jump    48 

Standing   Broad   Jump,   Aims   and 

Records  36 

Stride   (Forward,   Sideward,  Back- 
ward),  (illustration)    39 

Swing  Hop  (illustration) 44 

Tactics,  Military,  Definitions  of  ...     17 

Tactics   ( Summary)    21 

Third   Year    (Ninth   Grade),   First 

Term    115 

Assignment  1 115 

Assignment  2 117 

Assignment  3 119 

Assignment  4 122 

Assignment  5 124 

Assignment  6 126 

Third  Year,  Second  Term 129 

Assignment  7 129 

Assignment  8 131 

Assignment  9 134 

Assignment  10 136 

Assignment  11 139 

Assignment  12 141 

Three  Deep,  Game  of 51 

Track  and  Field  Events  (Summary)     26 

Triple  Standing  Broad  Jump 65 

Triple  Standing  Broad  Jump,  Aims 

and  Records 36 

Types  of  Lessons  3 

Typical  Lessons — Assigned  Work. .     45 

Wand  Exercises 65,  67, 71,  74, 

76, 79,  90,  93,  96, 125,  127 


YC  27392 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


